LDITjII 

Detailed methods 

OF 

INSTRUCTION 



Third year Work 

BY 

ADDA P.WERTZ 





CHICAGO 

AFLANAGAN COMPANY 



DETAILED METHODS 
OF INSTRUCTION 



WITH 

SUGGESTIONS FOR SEAT WORK OR THINGS TO DO 
TO HARMONIZE WITH THE ILLINOIS STATE COURSE OF STUDY 

• > 

r 

BY 

ADDA P. WERTZ 

Intermediate Training Teacher, Southern Illinois 
Normal University 



THIRD YEAR 



A. FI.ANAGAN COMPANY 

CHICAGO 



\:§>^ 



LISSAKYofGONUfiEoTl 
Iwo CoDies Weciavoa 

JUL 11 iyu8 



N^ 



^ 



Copyright, 1908 

by 

A. FLANAGAN CO. 



^ 



CONTENTS 

r^ SPELLING. 

■^ Spelling 7 

' Spelling Material. 

first month 9 

second month II 

THIRD month 14 

FOURTH MONTH 16 

FIFTH MONTH 18 

SIXTH MONTH - 20 

SEVENTH MONTH 22 

EIGHTH MONTH 24 

SEPTEMBER. 

Things to Do 25 

Language. 

I. word drills 28 

II. poems suggested 29 

III. composition work 31 

IV. statements, questions, etc 31 

V. picture study 33 

OCTOBER. 

Things to Do 34 

Language. 

I. WORD drill in correct USE 35 

II. POEMS 37 

III. COMPOSITION 40 

IV. letter WRITING 42 

V. PICTURE STUDY 43 

NOVEMBER. 

Things to Do 44 

Language. 

I. word DRILLS 46 

II. poems 47 



4 CONTENTS 

III. COMPOSITION WORK 49 

IV. THE PARAGRAPH 50 

V. PICTURE STUDY SI 

DECEMBER. 

Things to Do 52 

Language, 

i. word drill 54 

II. POEMS 55 

III. COMPOSITION WORK { . . 57 

IV. THE HYPHEN 59 

V. PICTURE STUDY 61 

JANUARY. 

Things to Do 62 

Language, 

i. drill in pronoun forms 63 

II. POEMS 65 

III. COMPOSITION 69 

IV. WRITING NAMES OF PERSONS AND PLACES 7I 

V. PICTURE STUDY "J}, 

FEBRUARY. 

Things to Do 74 

Language. 

I. CORRECT use OF VERY — AWFUL ^6 

II. POEMS ^^ 

in. COMPOSITION 8l 

IV. THE COMMA IN A SERIES 83 

V. PICTURE STUDY 84 

MARCH. 

Things to Do 85 

Language. 

i. word drill 87 

II. POEMS 89 

III. COMPOSITION 92 

IV. WORD LIST 93 

V. PICTURE STUDY 93 



CONTENTS 5 

APRIL. 

Things to Do 94 

Language. 

x. them and those 96 

II. POEMS • 98 

III. COMPOSITION lOI 

IV. COPYING FROM THE READER 102 

V. PICTURE STUDY IO3 



SUBJECTS FOR THIRD YEAR PICTURE STUDY. 

First Month — Madonna of the Arbor — Bouveret (No. 609). 
Second Month — Angel Heads — Reynolds (No. 861). 
Third Month — Christ in the Temple— Hofmann (No. 800). 
Fourth Month — Prince Balthazar — Velasquez (No. 662). 
Fifth Month — Singing Boys — Donatello (No. 223). 
Sixth Month — Madame LeBrun and Her Daughter — LeBrun 
(No.4;7)- 

Seventh Month — Shepherdess Knitting — Millet (No. 516). 
Eighth Month— Planting Potatoes— Millet (No. 514). 

The above pictures may be ordered (by numbers in paren- 
theses) from the publishers of this book. Price, provided not less 
than twenty are ordered, one cent each, assorted as desired. 



GREETING. 

The cordial reception of these plans as published in the 
Illinois Instructor has convinced me of an earnest desire for 
their detailed arrangement. 

The letters of inquiry and the requests for help on special 
topics have been the bases for a simple organization. The 
suggestions are for the beginners in the intermediate work. 

My appreciation of courtesies is extended to the Illinois 
Instructor for its enthusiasm and encouragement, as well as 
to my associates in the Southern Illinois Normal University 
for their interest. 

There is no claim for originality in method; this is merely 
a collection and arrangement of such devices as have proven 
helpful to the under-graduate of the school. 

Carbondale, Ilunois a. p. W 

March 1, 1908. 



DETAILED METHODS. 

SPELLING. 

1. (a) For pronouncing the words listed — 

Write the Hst on upper part of the board. 

Syllabicate the words. 

Mark the accented syllable. 

Teacher point — class pronounce. 

Strong pupil point — class pronounce. 

Pupil — point and pronounce. 
A five-minute drill daily will give excellent results by the 
end of the month, and will be a better arrangement than to 
pronounce the words and leave them. 

(b) For spelling — 

Plan to fix the word-picture in mind, and to 
reproduce that picture. This is done by fre- 
quently copying the words. 

Let the reproduction be: 

First — Written on the board. 
Second — Written on paper. 
Third — Oral spelling. 

2. A list may be created with the help of the class- 

Pupils suggest names. 

Teacher list. 

Check the ones to be retained for spelling work, and 

arrange these in a new list. (See 1 (b), notes for 

spelling.) 

3. Use of Homonyms — 

Teacher use the word in short sentence. 
Write the sentence on the board. 
Class read. 

7 



DETAILED METHODS 

Write the definition of each set of words. 

Class read the definitions. 

Pupils read each sentence, substituting the definition 

for the word. 
Erase the homonyms from each sentence. 
Pupils passing as called supply the words erased. 
Erase the sentences. 

Teacher use the definitions in sentences. 
Pupils spell the homonyms defined. 
Give an exercise in which blanks are left for the words 

being taught. 
(Word study rather than spelling is the object here.) 

4. For Synonyms — 

Teacher write the given word. Pupils help form the 
list of synonyms. A good way to do this will be: 
First — Use the given word in a sentence. 
Second — Pupils explain the meaning. 
Third — Teacher note the explaining word and place 
in the list. 
Pupil use each word listed. 

Another respond with the similar word. 
(See 1 (b), notes for spelling.) 

Words of opposite meaning (Antonyms)— 

Oral drill: 

Teacher use a word. 

Pupil give a sentence meaning the opposite. 

Teacher pronounce one of the list. 

Pupil give the opposite. 

Teacher write given list. 

Pupil give the opposite. 

Teacher write it in the list. 

(See 1 (b), notes for spelling.) 

List of words with certain suffixes — 

Teacher write suffix and meaning. 



SPELLING 9 

Write the word list (syllabicate for the suffix). 
Pupil define word literally, i. e., Nameless — without 

name. 
Queries- 
First — Yes. I believe in oral spelling after the words 

have been taught, but I believe in teaching them 

first. 
Second — Certainly head marks are a help. Anything 

that changes a dull routine into a happy repetition 

for securing excellence is worthy of respectful trial. 
Third — In spelling on the floor the place of each can 

be kept only by numbering at the close of each 

recitation. 

SPELLING MATERIAL. 





First 


Month 


, 


Words to pronounce — 






al CO hoi 






mul ti pli er 


an swer 






ques tion 


Bryant 






re verse 


cit y 






Rob ert 


cous in 






square 


eighth 






state ment 


e qua! 






sub tract 


fac tor 






va ca tion 


heart 






valve 


Lin coin 






writ ing 


(a) Names of objects in 


school 


-room — 


black-board 


desk 




point er 


books 


e ras 


er 


pu pil 


chalk 


globe 




rul er 


chart 


map 




seat 


clock 


pen cil 


tab let 


cray on 


pic tures 
plat form 


teach er 



10 DETAILED METHODS 

(b) Names of fruits — 

al mond orange 

ap pie peach 

a pri cot pear 

cur rants plum 

goose ber ry prune 

lem on rasp ber ry 

mel on quince 

3. Homonyms — 

adds Mary adds the numbers. 

adz The cooper cuts with an adz. 

bad The bad man is in prison. 

bade My mother bade me come home. 

be Let us be kind. 

bee A bee will sting. 

beat The hammer beats upon the anvil. 

beet Sugar is made from beets. 

blew The wind blew fiercely. 

blue The summer sky is blue. 

bail Sometimes a man bails water out ol a 

boat. 

bale Hay is pressed into bales. 

boll A cotton boll is its seed pod. 

bowl Bring me a bowl of milk 

cent One cent is the price. 

sent We were sent on an errand. 

scent The scent of the rose is sweet. 

eel lar Down cellar we keep coal. 

sell er The seller of goods takes the pay. 

dew The grass is wet with dew. 

due When is the money due? 

4. Synomyms — 

add join 

a rouse a wak en 

ad mit al low 



SPELLING 



11 



ap plaud praise 

ar range clas si fy 

beak bill 

bring car ry 

beach shore 

brisk quick 

book vol ume 

5. Opposites — 

a like dif f er ent 

ab sent pres ent 

bless curse 

cold warm 

come go 

6. less means without 

aim life 

care love 

child mer cy (i) 

doubt mo tion 

fault noise 

fear num ber 

hair pit y (i) 

foot sense 

heart tooth 

joy thank 

hat use 



Second Month. 

1. Words to pronounce and spell — 

add ing ly ing 

build ing min u end 

ex er cise par ti tion 

frac tion per im e ter 

gar den prop er 

grace ful re duce 

kit ten se ries 



12 



DETAILED METHODS 



lay er sit ting 

leaves stu pid 

let ters Whit ti er 

(a) Names of boys — 

Al bert I saac 

An drew Jes se 

Ar thur John 

Charles Jo seph 

Dan iel Lew is 

Dav id Mat thew 

Ed gar Paul 

Fran cis Reu ben 

George Thorn as 

Hen ry Wal ter 

(b) Names of girls — 

Ann Ju lia 

El len Lau ra 

Em i ly Lou i sa 

Em ma Ma bel 

Car o line Mar ga ret 

Fran ces Ma ri a 

Ger trude Maud 

Hel en Ra chel 

Ja net Sa rah 

Jes sie Su san 

Homonyms — 

fair Her face vvas fair to see. 

fare. We paid our fare. 

flea The flea is a small insect. 

flee When in danger we flee for safety. 

forth Go forth to labor 

fourth This is the fourth book. 

flew The bird flew away. 

flue The stove pipe joins the flue. 

him Give him the game. 

hymn After the hymn we went out. 



SPELLING 13 

hole The wheel sank into a hole. 

whole The whole story was false. 

hart The hart was with the other deer. 

heart You can feel your heart beat. 

hare The hare is a timid animal. 

hair Horses are covered with hair. 

heal The physicians can heal disease. 

heel My heel slipped into the shoe. 

hoes Spades, rakes and hoes are tools. 

hose.. The water was thrown with a hose. 

Synonyms — 

branch bough 

bear en dure 

brave fear less 

brim edge 

crowd throng 

catch seize 

clad clothed 

clasp grasp 

cross fret ful 

calm qui et 

Antonyms^ 

cheap dear 

deep shal low 

down up 

dark light 

e vil good 

ar, er, or means one who, more — 

old er bak er 

plant er beg gar 

quick er build er 

rip er dark er 

sail or farm er 

sweet er feed er 



14 DETAILED METHODS 

wear er feel er 

weav er gar den er 

work er i dler 

young er light cr 

Third Month. 

1. Words to pronounce and spell — 

board Long fel low 

bush el mus cle 

cir cle or gan 

Em er son par a graph 

ex pen sive prod uct 

farm er quart 

fifth sense 

gal Ion sol id 

hab it squir rel 

Hel en Ten ny son 

2. (a) Names of trees — 

ce dar ma pie 

elm oak 

fir pine 

hick o ry pop lar 

lin den spruce 

(b) Names of flowers — 

as ter pink 

ge ra ni um rose 

hy a cinth tu lip 

HI y ver be na 

pan sy phlox 

3. Homonyms — 

knead The baker will knead the dough. 

need Do you need help? 

knew We knew the lesson well. 

new My new dress is ready. 

gnu The gnu is an antelope of Africa. 



SPELLING 15 

knot Please untie the knot. 

not We will not go. 

leak The water came in through the leak. 

leek The leek is stronger than an onion. 

limb The tree's limb hung low. 

limn The painter may limn a face. 

mail The letter came by mail. 

male The hart is a male deer. 

mite Two mites make a farthing. 

might Do it with all your might. 

min er The coal is dug by a miner. 

mi nor A minor is under twenty-one years of age. 

man tel The mantel is above the grate. 

man tie She was wrapped in a mantle. 

nose The dog's nose is long. 

knows She knows what to do. 

noes There were more noes than ayes. 

4. Synonyms — 

cute clev er 

doze sleep 

dim dusk y 

drone slug gard 

dam age in jure 

en treat beg 

ex act cor rect 

en cir cle sur round 

frail weak 

freeze chill 

5. Antonyms — 

for mer lat ter 

far near 

friend ^. foe 

false true 

fine coarse 



16 



DETAILED METHODS 



6. y means like — 



cheer y 


pulp y 


drear y 


rain y 


dust y 


rock y 


eas y 


seal y 


guilt y 


show er y 


hard y 


sil ver y 


heart y 


stick y 


oil y 


trust y 


milk y 


wa ter y 


mud dy 


wood y 


Fourth Month. 




Words to pronounce and spell — 




bar rel 


fre quent 


bell 


frost 


Ce lia 


Ger ma ny 


cap i tal 


Nor way 


Christ mas 


sol id 


col umn 


spe cial 


dai ly 


Thax ter 


dec o rate 


ther mom e 


Eng land 


to bac CO 


flow er 


ver i fy 


(a) Parts of a house- 




base ment 


ga ble 


beam 


hinge 


eel lar 


man tel 


ceil ing 


porch 


chim ney 


ridge 


door-hinge 


roof 


en trance 


stair 


fire place 


steps 


floor 


win dow 


frame 


win dow sill 



ter 



SPELLING 17 

(b) Building material — 

brick plas ter 

ce ment put ty 

glass stone 

hard ware tim ber 

nior tar wood 

Homonyms — 

nay I tell you nay, ye shall not. 

neigh Listen, hear the horse neigh. 

pain The broken arm caused pain. 

pane We can see through the window pane. 

pail The water is in the pail. 

pale Her pale face is sad. 

pole Can you climb a pole? 

poll We will go to the poll to vote. 

rap You may rap on the door. 

wrap Wrap up warm before you go out. 

ring The ring was on his finger. 

wring You wring the water out. 

son My father's son is my brother. 

sun The sun shines brightly. 

slay They will quickly slay the foe. 

sleigh A sleigh can be used only on snow. 

some Some fruit is sour. 

sum The sum of the numbers is correct. 

sew We will sew the seam. 

sow The sower went forth to sow seed. 

so How could you do so? 

Synonyms — 

globe sphere 

grace charm 

garb dress 

greet sa lute 

ghost spir it 

glad hap py 



18 



DETAILED METHODS 



gaunt thin 

grief sor row 

heap pile 

harm dam age 

5. Antonyms — 

good bad 

gay sad 

high low 

in hale ex hale 

kind cru el 

6. un means not — 

known fixed 

bound fold ed 

dressed furled 

done hap py 

eas y hooked 

e qual locked 

fair paid 

safe rest ed 

fit tan gled 

seen tied 



Fifth 


Month. 




Words to pronounce 


and 


spell — 




bun die 






Mar ga ret 


con tm ue 






meas ure 


cor rect 






night in gale 


coun try 






po SI tion 


Cow per 






read ing 


drill 






re due tion 


flag 






rule 


glow worm 






song star 


hy phen 






sim pie 


in vit ed 






splints 



SPELLING 



19 



£. (a) Pertaining to occupations — 

ba ker drug gist min er 

bar ber farm er mill er 

butch er gro cer paint er 

coop er law yer tai lor 

doc tor ma son weav er 

(b) Tools used by carpenters — 

au ger ham mer 

bev el lev el 

brace plane 

chis el pli ers 

gauge saw 

3. Homonyms — 

steel Iron is made into steel knives. 

steal Thou shalt not steal. 

stake We will tie the rope to a stake. 

steak We had a beef-steak for breakfast. 

sees Mary sees the train. 

seas He sailed over the seas. 

seize Can you seize the rope? 

thyme Thyme grows in a garden. 

time It is now time to go. 

too We were too late for the train. 

to Are you starting to school? 

two We can cut the apple in two parts. 

tacks The carpet tacks are short. 

tax The tax on houses is sometimes great. 

team The horses were a fine team. 

teem Some rivers teem with fish. 

tale The tale has been told twice. 

tail The dog wags his tail. 

been We have been to school. 

bin The bin of apples is in the cellar. 

dear You are a dear child. 

deer The deer ran fast. 



20 



DETAILED METHODS 



4. Synonyms — 

hale heart y 

hue col or 

hot fi er y 

jeer sneer 

kirk church 

lure at tract 

leap bound 

mire mud 

meal re past 

mar dis fig ure 

5. Antonyms — 

keen dull 

long short 

little big 

loss gain 

more less 

G. mis means wrong — 

be have print 

car ry rule 

count spell 

date treat 

lead lay 



Sixth Month. 

Words to pronounce and spell — 

aw ful In di an 

child hood ma te ri al 

chil dren mon ey 

cit ies po em 

com ma rail road 

dai ry tab let 

dis tance term 

dur ing town ship 

guide vil lage 

Hi a wa tha U nit ed States 



SPELLING 21 

2. (a) Names of relatives- 

aunt grand-moth er 

broth er grand-par ents 

cous in moth er 

fa ther sis ter 

grand-fa ther un cle 

(b) Materials used for clothing — 

cal i CO mus lin 

cot ton silk 

ging ham sat in 

flan net vel vet 

lin en wool en 

3. Homonyms — 

gait The horse has a fine gait. 

gate The gate opens into a meadow. 

brake My brother tends to the brake. 

break We will break the stone. 

bough The bough will soon break. 

bow I have learned to make a bow. 

haul When the horses haul the load, we walk 

beside. 

hall The hat hangs in the hall. 

ail I know what ails him. 

ale Ale is a bitter drink. 

beach I t*^o walk on the beach. 

beech The beech tree bears nuts. 

bred I was born and bred in Illinois. 

bread My lunch was bread and butter. 

coarse The coarse cloth will not do. 

course Horses race on a course. 

find Can you find the place? 

fined The Judge fined the prisoner. 

gilt A picture may have a gilt frame. 

guilt Were you sure of the man's guilt? 



22 DETAILED METHODS 

4 Synonyms — 

naught noth ing 

prim pre cise 

pick pluck 

prate talk 

prop sup port 

pre diet fore tell 

prof it gain 

quell sub due 

rage an ger 

roam stray 

5. Antonyms — 

o pen shut 

of ten sel dom 

prop er im prop er 

quick slow 

re duce in crease 

6. hood means state of being — 

boy moth er 

child priest 

fa ther sis ter 

knight wid ow 

man wom an 

Seventh Month. 
1. Words to pronounce and spell — 

ap pie ra ti o 

con Crete rul er 

dif fer ent sail ing 

dol lar Sat ur day 

elm Stan za 

Fri day Sun day 

guess Thurs day 

Mon day Tues day 

nick el Wednes day 
quar ter 







SPELLING 




(a) 


Parts of the body— 






an kle 




fore-arm 




bones 




skull 




breast 




thigh 




chest 




thumb 




fin gers 




wrist 


(b) 


Diseases — 








croup 




fe ver 




a gue 




head-ache 




ca tarrh 




ma la ri a 




col ic 




mea sles 




ear-ache 




tooth-ache 



23 



Homonyms — 

hide The game is hide and seek. 

hied The man hied to his home with anxiety. 

load Our load of hay was too large. 

lode Iron was found in a lode. 

lo Lo ! the day dawns. 

low The mosses grew low on the ground. 

moan The cry and moan brought her help. 

mown New mown hay is fragrant. 

metal The metal was brightly polished. 

mettle The sword was of fine mettle. 

none None knew the hiding place. 

nun The nun lived in a convent. 

pray I pray God for daily help. 

prey The lion tore his prey. 

peer I saw him peer through the bars. 

pier The passengers landed on the pier. 

rote The rules were learned by rote. 

wrote We wrote with pencils. 

rain The rain wet the dry field. 

rein Hold the horse with a tight rein. 

reign Queen Victoria had a long reign. 



24 DETAILED METHODS 

4. Synonyms 

re suit ef feet 

re lease loose 

sheaf bun die 

sire fa ther 

seem ap pear 

spring leap 

sign mo lion 

search seek 

sear with er 

5. Antonyms — 

rich poor 

rare f re quent 

straight crook ed 

sim pie com pound 

smile frown 

6. let means little — 

book 

leaf 

stream 

brook 

eye 

Eighth Month. 
1 Words to pronounce and spell — 

al ter na tive point 

chief prac tice 

com mon prime 

com pute proc ess 

con ver sa tion u nit 

dan de li on va ca tion 

di al ve ge ta ble 

ex pect vi o let 

fa vor ite writ ten 
mer chant 



SPELLING 



25 



(a) Articles of food — 

ba con fruit 

bread cm e let 

but ter pud ding 

cof fee steak 

dump ling sug ar 

(b) Insects- 

ant fly- 
bee gnat 
bee tie grass hop per 
but ter fly hor net 
cock roach moth 
crick et wasp 

Homonyms — 

rice Rice is grown in China. 

rise... The rise equals the fall. 

road The road lay between trees. 

rode Henry rode a colt. 

rowed We rowed the boat across. 

size The room was of great size. 

sighs We heard his sighs and groans. 

ton 2,000 pounds make a ton. 

tun A tun will hold as much as four hogs- 
heads. 

shone The sun shone yesterday. 

shown You have shown me the picture. 

waist She wears a belt around her waist. 

waste The waste paper was burned. 

flour Wheat is made into flour. 

flow er The rose is a beautiful flower. 

ho ly The church is a holy place. 

whol ly The man was wholly overcome. 

fort The fort guarded the town. 

forte Let perseverance be your forte. 



26 DETAILED METHODS 

4. Synonyms — 

slum al ley 

si lent still 

strife quar rel 

twig branch 

trite worn 

tact skill 

trade com merce 

tar ry de lay 

up roar noise 

vend sell 

5. Antonyms — 

sharp dull 

saint sin ner 

tight loose 

tough ten der 

thin thick 

0. dom means the estate or the state of being — 

wis (e) dom earl 

duke free 

king 

SEPTEMBER 

THINGS TO DO. 

1. Be familiar with the directions in the State Course — 

Read pages 49, 50, 51, on Reading. 
General suggestions on Spelling, p. 51. 
Special suggestions for third year, p. 53. 
General directions in Language, pp. 54-58. 

2. Know where to turn for your directions in this booklet. 

3. Know where to find the material needed: 

Poems for the study of Language. 
^ School Gymnastics — Bancroft. 
Some Elementary Physiology. 



SEPTEMBER 27 

4. Show the pupils how to ventilate without creating a 

draught. 
5 Show them how to arrange their books in the desk. 

6. Have a large pasteboard box for the writing books, pen- 

holders, and blotters; keep this box for these things 
and no others. 
Have the same for the drawing supplies. 

7. Get a supply of thread boxes for the paper squares to 

be used in arithmetic. 
Let the pupils rule ofif and cut these one-inch squares 
for an exercise in construction. 

8. Six-inch rules for next month will be needed. Let the 

children make them of stifif paper, as another con- 
struction lesson. 

9. For daily drills in number, combinations may be written 

at the top of the black-board, and allowed to re- 
main for the week. 

10. Make a hektograph to provide your class with supple- 

mentary reading and copies of forms. 

Hektograph Recipe. 

18 Oz. Glycerine. 

12 Oz. Water. 
3 Oz. Powdered Sugar. 
3 Oz. Gelatine. 

Soak this mixture 24 hours, boil it slowly for 20 minutes, 
or until of the consistency of thick cream. 

Pour into a pan (9x12) to cool in a level place. 

Draw any bubbles to one side with the edge of a stifif card. 

H broken or too soft, re-melt and cool. After using, wash 
at once with warm water and a sponge. 

Use black hektograph ink.* 

In making the copy for impressions, use a clean pen and be 
careful that there be plenty of ink on the up-stroke in writ- 
ing; the down-stroke will take care of itself. 



28 DETAILED METHODS 

Lay the freshlj- written copy on the hektograph, face 
downward, for about half minute; if clear, it ought to print 
ofit about twenty-five copies. 

LANGUAGE. 

The most satisfactory arrangement of the language reqrire- 
ments in the third and fourth years is: 

(a) Combine the classes of these two years. 

(b) Recite alternate days. 

(c) Give related seat work alternate days, e. g. : 

Monday: Recite. 
Tuesday: Study. 
Wednesday: Recite. 
Thursday: Study. 
Friday: Recite. 

I. 

WOED DRILLS. 
Regular word drill in use of there, their; to, too, 
1. Teachers may have on the blackboard where the work 
will not be erased, such sentences as these: 
There is the garden box. 
The boys went over there. 
There lies the basket. 
The fruit fell there on the ground. 
Give the class their work. 
Their lessons are learned. 
They have time for their play. 
The girls are near their swing. 
One day the teacher may give an exercise by pointing to 
the sentences as the class (or the whole school) reads 
in concert. Another day, as the teacher points, the 
individual pupils may read as called. Still another day, 
the teacher may repeat the sentences and a pupil, 
standing, spell the underlined word. 
*Sent prepaid by publishers of this book for twenty-five cents. 



SEPTEMBER 29 

With sentences at last erased, the teacher may use the 
word, and pupils name the word studied; spell it. 

The same plan will be applicable for the word drills on 
to, too. Such sentences as the following may be 
suggested: 

We come to school. 

We pass to the class room. 

Mary went to the garden. 

The boys ran to the gate. 

The work was too hard. 

Too long a walk is tiresome. 

Do not run too fast. 

Be quicker; you are too slow. 

In each instance the teacher will take some care that she 
formulates sentences, using the words to be studied 
in only one sense, as excessive variety will result in 
confusion; then lack of concentration. 

11. 

POEMS SUGGESTED. 

Nightfall in Dordrecht — Eugene Field. 

Teacher read entire poem to the class. 

Re-read it, bringing out the scenes — The Mill, The Fisher, 

The Dog, A Drowsy Song. 
Discuss these with the pupils and re-read them as scenes 

until they group themselves. 
Re-read for descriptive expressions and relate these to the 

scenes, e. g. The following are comprehensive: 

With steady and solemn creak. 
Those big white wings. 
Sails are reefed. 
Lustily maketh cheer. 
The far-off clamorous deep. 



30 DETAILED METHODS 

Fold the gentle sheep. 
Set the herring asoak. 
To button the eyes. 
Scolds at the stars. 

For Seat Work. 

1. Assign two stanzas to be copied for the arrangement of 

lines, and accuracy in copying, spelling, punctuation 
and capitals; all these being merely appeals to ob- 
servation. 

2. Another day's seat-work may be the memorizing of a 

stanza assigned by the teacher, and selecting any 
strange expressions. 

Robert of Lincoln — William Cullen Bryant. 
This poem is more generally familiar than the first. 

1. Read the poem as a whole. 

2. Re-read and discuss with the class the verses which tell: 

(a) When this happens, and his song. 

(b) His appearance, and his song. 

(c) Songs of male and female. 

(d) The nest, the added necessities and his complaint. 

(e) The efifect of work. 

(f) Love for the young. 

(g) The late season, and our message to him. 

For Seat Work. 

1. Copy the song of the male as given in each stanza. 

2. Copy the lines which tell what he is doing in stanzas 

one, two, four, five and six. 
This poem will make an efifective number at some special 
entertainment, hence three or four minutes spent in 
concert work each day will be a wise preparation 
against the day of need. 



SEPTEMBER 31 

III. 

COMPOSITION WOEK. 

1. Paragraphs suggested on page 58 of Illinois Course of 

Study may be on the blackboard, and pupils talk 
freely and informally. The teacher meantime making 
note of the lines of that the class are showing. 

2. She will need classify their paragraphs, and then placing 

this outline on the board may call for a reproduction, 
as she controls by indicating the paragraph. This 
production will be for arrangement, as the former 
exercise was for freedom. 

3. Each pupil may give one complete statement (for drill 

in form of oral expression). 
The same written on the board will give drill in the 
form of written expression, and will prepare for the 
seat work. The teacher will take time to check the 
errors in the written work, and the writer will cor- 
rect his own mistakes. 

For Seat Work. 

1. Write sentences on each paragraph already listed. These 

have been made familiar during the recitation. 

2. Teachers may have a model composition from the same 

outline, and from the same facts, properly headed 
and correctly arranged. 
Class may copy this model. 

IV. 

STATEMENTS, QUESTIONS, ETC. 
Teach statements and questions as required on page 58, 
Illinois Course of Study, by dictation methods. 
1. Read to the class such sentences as: 
We are a happy class. 
The sunshine makes the room pleasant. 
Can you answer this question? Will you close the 

shutters? 
Let the pupils tell whether you have stated a fact 



32 DETAILED METHODS 

or asked a question by saying, That is a statement, or 

That is a question. 
Repeat such drills till the ears are familiar with the 

forms. 
2. With the class at the blackboard, the teacher may give 
the same sentences. Pupils write these, placing the 
period or question mark as told each time. 
Pupils read sentences from their own exercise as 

written at blackboard, making "period" or "question 

mark" where each occurs. 

For Seat Work. 

1. Copy from the blackboard the models already given. (Be 

sure there are enough of them to keep the class busy.) 

2. From page (teacher naming it) select and copy five 

questions (or five statements). 
N. B. Be sure that they are short, and that you ask for 
enough to occupy the study hour. 

These suggested outlines for the first month's work pro- 
vide for at least eight lessons. 

If more time is needed on the poems, one of them may 
be omitted. 

If pupils show accuracy in the word drills, or in the 

work on statements, these may be given more briefly, 

but we are more liable to err by taking too much 

for granted, than by too much drill. 

The inexperienced or the youthful teacher may profit by 

noticing: 

(a) The method used in class should be the basis of the 

requirements in seat work. 

(b) The wise teacher will always instruct before she 

requires. 

(c) It is not necessary to exhaust the, subject at the first 

lesson. (You may exhaust the pupils.) 

(d) Nor is it necessary to do all possible with any one 

selection. 



SEPTEMBER o3 

V. 

PICTURE STUDT. 

Method. 

1. The short sketch of the artist may be used as a reading 

lesson from the blackboard. 
After the reading let the class answer questions which 
are formulated by the teacher and are related to 
the facts as read. 

2. The picture. This is always to be before the class at 

the lesson hour or during the days preceding its 
study. 

3. The smaller copies are to be mounted as a permanent 

collection for the pupils. 

4. The suggestions, on the actual direction of the attention, 

are on the points: 

(a) Thought in the artist's mind. 

(b) The most prominent figures. 

(c) The arrangement, light, shade, expression. 

(d) The setting. 

All these points, (b)-(d), are to bring out (a), the 
thought to be expressed. 

The Madonna of the Arbor — Dagnan-Bouveret. 

The artist: 

Dagnan-Bouveret stands in the front rank of French 
painters of religious subjects. His work is very correct in 
its drawing, and original in its arrangement. He has thoughts 
and he makes the canvas tell them. 

He was born in Paris. While the family were living in 
Brazil, the mother died; the boy was then sent to live with 
his grandfather, M. Bouveret, whose name was added to his 
own according to a French custom. 

Against the wishes of his father he became a painter, 
though it cost him his allowance. He is a hard worker, 
still living. 



34 DETAILED METHODS 

Other works of his are: The Watering Trough, Conse- 
crated Bread, The Organ Rehersal. 

This picture has a restful charm, it seems the vision of 
a mother's love, w^hich is the chief thought. 

The one figure is that of the Virgin, made strikingly promi- 
nent by the long lines in the dress, and the simple white 
against the dark background. Nothing is seen of the Child 
except his little head nestled upon the mother's shoulder. 
His human weakness is touching, and the mother carries 
him in tender consciousness of his infancy. 

The light seems to flicker through the leafy arbor and 
falls strongest where? (Note it for the eflfect.) 

The setting is Italian. Notice what makes up the effect 
of an arbor. 

Notice the path, the perspective which gives extent to the 
arbor. 



OCTOBER 

THINGS TO DO. 

Take a walk under the trees and notice the colors of 

foliage, of sky, the silence, leaves drifting and why, 

fluttering and why, floating and why. 
Make a collection of leaves to press, name and mount. 
Make a list of birds seen in trees, the hedges, the bird 

houses. 
Be making a list of articles the children can construct 

for Christmas. 
If you have no cubes for your November number work, 

get a square fence picket. Mark off the cubes. Saw 

them as marked. Let the children sandpaper the sides 

and rough edges. 
If you have no rulers for measuring, let the class make 

six-inch rulers as a constructive exercise during the 

arithmetic period. 



OCTOBER 35 

LANGUAGE. 

Let us keep in mind our controlling aim; this we will 
call our professional view-point. Let us distinguish clearly 
in each lesson where we are in securing this ultimate pur- 
pose. Are we giving lessons to develop understanding, or 
are we increasing the children's experiences? In either 
case we are pouring from our lips the images and experiences 
of others; possibly of our own selves; possibly of some 
story-teller, or some poet 'as directed by this month's out- 
line. 

Lessons to develop understanding or experiences are but 
one phase of language work, and in many lessons are most 
easily accomplished. They are a pouring-in process. 

The second phase is the drawing-out process and requires 
more direction but less oral assistance from the teacher. 

Such lessons aim to secure expression to thoughts and 
feelings of the pupils — thoughts and feelings which have 
been aroused by the previous pouring-in. 

In each topic of this month's work it is well to state the 
point of view, and to decide whether it be a giving or a 
getting lesson, and it is necessary to keep in mind that 
the former must precede the latter if a purposeful, inter- 
esting effort is to be the result. 

Ideas which would not otherwise exist are the result of 
the teacher's giving, and ideas weak or vague are strength- 
ened by the pupil's giving. 

Following this little confidential talk with you, how apro- 
pos is the lesson on teach and learn! 

I. 

WORD-DRILL IN CORRECT USE. 

1. Teacher write on the black-board: Teach = instruct. 
(a) Pupils give sentences, possibly ten or more, using 
the word teach. 
Teacher select correct ones and write them plain- 
ly, as pupils are giving them. 



36 DETAILED METHODS 

(b) Pupils in turn read from the blackboard the sen- 

tences written. 

Teacher erase the word form of teach in each sen- 
tence. 

Pupils read the sentences, substituting the word 
form of instruct. 

(c) Pupils at the blackboard copy the sentences, teacher 

checking errors for pupils to correct. (Here 
is the place to direct the arrangement of black- 
board work.) 

For Seat Work. 

(d) Write ten sentences using teach as in the day's 

lesson. 
Re-write these sentences, using instruct. 

Does it seem to you that this is too easy or that you are 
repeating the same too often? Comfort yourself with the 
thought of your purpose — you seek to fix a habit, as well as 
use a word in correct sense. 

2. (a) A few of the stronger pupils can copy their seat 
work on the blackboard, while the more blund- 
ering ones read from their seat work and teach- 
er notes the correct work, thus placing the 
continued ear-training where it is needed. 
This test and drill on seat work need not require 
more than half the lesson time, and the other 
half may be used in the exercise on learn. The 
following will suggest the succession of steps: 

(b) Teacher give the correct meaning. 

(c) Pupils give sentences, teacher using these as basis 

for drill. 

(d) Drill (1) by reading, (2) by substituting, (s) by 

writing at the blackboard, (4) by seat work. 

(e) Give seat work which will bring into use the forms 

learns, has learned, would learn, learning, had 
been learning, etc., etc. 



OCTOBER 37 

Teacher have sentences on the board using these forms, 
with the direction, "Copy these sentences. Re-write them, 
using the new words for those underHned." (Be sure you 
have them properly underlined.) 

II. 

POEMS. 

The Corn Song — Whittier. 

1. (a) Pass copies of the poem for silent reading. This 
can be done as a study assignment following the 
reading lesson. 
This poem supplies an excellent drill for answer- 
ing questions from the text, as well as being a 
popular number on your Thanksgiving program, 
(b) Before the pupils attempt to answer, (1) allow a 
moment for silent reading or search for the an- 
swer; (2) let them answer briefly; (3) let them 
read the phrase or lines which they think will 
answer the questions. 
The following are suggestive: 

What is the color of corn? Its value? Its season? 

What do other lands produce? 

Where did we prepare the land? When? When 
did we plant? 

Why did we guard it? 

Describe the growing weather. 

When was it harvested? 

Compare its leaves at this time with its appear- 
ance in June. 

Repeat the questions if necessary that the re- 
sponses may be prompt and interesting. 

For Seat Work. 

Copy the phrases or lines which answer the following 
questions. (Here give the questions used in the day's les- 
son.) 



38 DETAILED METHODS 

2. Use verses 8, 12 and 13 for the second lesson and start 
the class making copies for specimens in accuracy and 
neatness. 

(a) Teacher read questions for previous seat work. 
Pupils read lines from their papers. Collect these 

papers and note the absence of skill in arranging 
answers, but keep up courage and today we will 
teach it. 

(b) See that the copies of the poem are at hand and 

continue your questioning: 
Describe the winter. 
What is done with the corn? 
Why? 
In verses 12 and 13, what could we spare more 

easily than the corn? 
To whom, and for what should we be thankful? 
Let the pupils follow the order of reciting as before: 

1. Find the answer. 

2. Give it orally. 

3. Read the lines. 

Repeat the drill for familiarity and half your twenty 
minutes will be gone. 

(c) Assign questions to pupils. Pupils pass to black- 

board and write the lines answering the ques- 
tions. 
Here is your time to direct the space each is to 
use — how high he should commence, when to 
write a new line, how to commence it — size of 
the writing, straight line in writing, copying, 
punctuation. 

(d) Before erasing call attention to those who have 

done well in any one of these points. 
All erase and sit. 

(e) Assign two verses to each pupil (omitting verses 

9, 10 and 11). 
"Copy your two verses twice. Read them five 



OCTOBER 39 

times. Repeat them without looking at them. 
Write them without looking at the copy." 
The class may not get all this done, but the strong- 
est will do it and the others will be kept trying 
to do so. 
(f) Keep this poem in mind for your Thanksgiving pro- 
gram and you will find that your last seat work 
will result in memorizing it. The few finishing 
touches can be given in your general exercises 
after the chapel program. 

The Kitten and the Falling Leaves — Wordsworth. 

(a) Read the poem from "that way look" to "Of her own 

exceeding pleasure." 
Pass copies. 

Read again for two scenes. 
Re-read first scene, lines 1-16. 
Note the phrases: 

Eddying round. 

Every little leaf conveyed, 

waving parachute. 
Explain lines 12-16 to class. 
Read second scene. 
Note the phrases: 

intenseness of desire, 

a tiger leap, 

an Indian conjurer, 

plaudits of the crowd. 
Explain lines .33-40. 

Seat Work. 

Copy lines 3-16. 

Read lines 3-16 and find answer to these questions: 

What kind of a morning? 

How do the leaves eddy and sink? 

(b) Collect the seat work. 



40 DETAILED METHODS 

Question the class as in study work. 

Then read lines 17-32. 

Class find and read answers to these questions: 

What does the kitten do? 

How do her eyes look? 

How does she leap? 

What does she do with the leaves? 

What is she now like? 

For Seat Work. 

Copy Hnes 17-32. 
Answer the questions given in class (have them on the 
board). 

III. 

COMPOSITION. 
"Our Garden" will prove comparatively easy for the chil- 
dren. The subject and paragraphs being suggested, what 
is the teacher's work? 

1. Start the pupils talking. 

2. Keep them on the paragraphs suggested. 

3. Show them how to write what they have said. 

It is the giving of these simple lessons that the teacher 
must prepare her own thoughts on the topics sug- 
gested, and from a child's view-point must be able 
to direct him without doing all the talking herself; 
must prevent the talkative pupil from monopolizing 
the time, 
(a) On the blackboard is the subject in proper place — 
"Our Garden." 
Call for volunteers to talk to you. The talkative 
ones will be ready. Call on one of them, but 
in a moment or two call on another less ready 
to respond. Let them talk, the teacher keeping 
control of who is doing it, calling on strong 
and weak in such order that several weak ones 
do not follow each other. 



OCTOBER 41 

(b) Now you havo their experiences. Below the sub- 
ject write one paragraph at a time, saying, "Talk 
to me about this," the pupils responding. Have 
a space selected on the blackboard and marked 
for a sheet of paper. There, write what he says 
(making corrections of word forms if neces- 
sary). Take second paragraph in same man- 
ner, and continue your plan till time is up. 

For Seat Work. 

1. Write something on each of these topics. (Have same 

topics as used in the recitation.) 

2. (a) Collect the papers and keep up courage. Some will 

have little to show, but those blanks and failures 
are your guides as to who needs teaching and 
what you must teach him. 

(b) Same topics again on the board. Volunteers may 

be assigned written work to be commenced at 
once. From the papers, select those pupils need- 
ing moderate help; let them respond first orally, 
then by giving the same at the board. Then call 
on weaker ones and encourage them. Ten min- 
utes ought to be enough for this preliminary 
review. 

(c) Note the blackboard work for your own guidance. 

All erase. Sit. 

(d) Pass composition paper and pencils. 

Standing in plain sight, show how to place the papers 

on the desks, i. e., top of paper, left side for 

margin. Pause and see the pupils place their 

papers correctly. 

"Write the subject on the first line, in the center; 

fix the period." 
"Write something on each of these topics." 
The teacher, passing to the moderate and to the weak 
pupils, directs them about the margin, lets them tell her the 



42 DETAILED METHODS 

topic. "Good; now write what you said." Ten minutes 
wisely spent will start the written work excepting the mat- 
ter of indentions, and that you will teach next month. 

IV. 

LETTER WRITING. 

Letter forms are most successfully taught by giving, first, 
an ideal. If in the text-book there is a complete letter, let 
copying be the seat work following your previous lesson. 
1. (a) Pass to the desks and notice the copies made as 
to location of the parts. Avoid seeing too many 
mistakes in the body of the letter, especially in 
the spelling, and the undottcd i, or the un- 
crossed t. 
Compare their arrangement with that of the model 

as you pass from desk to desk. 
Collect the papers. 

(b) The purpose of today's lesson is arrangement of 

letter parts. Quickly line off on the blackboard 

the form of a sheet of paper. 
Their books are open. 
Teacher ask: 

What is on the first line? 
Where is it written? 
What is on the second? 
Where is it written? 
What is on the third? 
Where is it written? 
Read the name at the close. Read what is on the 

line above it. 
Where is this written? 
Pupils answer as teacher questions. Repeat your 

questions, and as pupils answer, write the model. 

For Seat Work. 

(c) Pass paper and pencils. Give them another model 

to copy for a specimen. 



OCTOBER 43 

Repeat your lessons and keep a brave heart. You will 
have to teach and drill many times in fixing a habit 



picture study. 

Angels Heads — Reynolds. 

1723—1792. 
The Artist: 

Sir Joshua Reynolds was more of a portrait painter than 
an artist in the broad sense of the word. 

England had produced no great painters before him, though 
men great in writing and music were at this time at the 
height of their popularity. Reynolds was no idle society 
man, but a plodding worker; his habits were regular. He 
painted from eleven to four, then came a w^alk, and dinner 
at five; the evenings were spent with friends. 

He was always modest about his own skill, and the ad- 
miration of the public never changed him. He painted few 
ideal pictures, but in the painting of faces he was unsur- 
passed. 

Other works are: Penelope Boothby, The Strawberry 
Girl, The Infant Samuel, and many portraits. 

This picture suggests the happiness of childhood in the 
presence of God. 

The heads are merely five views of the same face, each 
expressing a different feeling. Notice these. 

The ray of light from above strikes each in a dififerent 
place. Locate it on each. Notice the shadow opposite the 
light. 

The setting is one means of expressing thought. The 
clouds and rings are among the surroundings we frequently 
connect with angels. 



44 DETAILED METHODS 

NOVEMBER 

THINGS TO DO. 

1. Take a walk and notice the coloring of the following: 

The sky, the horizon, the bougs, the remaining leaves, 
the fields. Notice the location of damp places on trees 
and ground. 

2. List the parts of a house and the building material; 

some carpenter will help you and at the same time 
will show you his tools, telling their names and uses. 
These facts will partly provide for your spelling in 
November and December. 

3. Make a collection of empty nests, labeling them if you 

can. These can be mounted on some branches placed 
in the coriT'r of the room. 

4. In some book of outlines find a simple design for the 

month's calendar and draw it on some side board. You 
will want to copy it for a Thanksgiving decoration, 
hence let it now be placed where it will serve its 
purpose and be erased for the fresh one. 

5. List the birds still seen. 

6. Keep your eyes open for things to make for Christmas 

work, and keep a list of these. 

A Suggested Program. 
1. Blackboard decorations. 

Calender for November. 

Lists of leaves collected. 

Lists of birds in October and November. 

Copy of a letter. 

Copy of a song or poem, 
f?. Song (3 minutes). 

3. Poem by some pupil (The Corn Song, 5 minutes). 

4. Gymnastics by the school (5 minutes), 
r.. Song (3 minutes). 

6. Poem by several pupils (Down to Sleep, 6 minutes). 

7. Story by the teacher (6 minutes). 



NOVEMBER 45 

8. Memory Gems by a number of pupils (5 minutes). 
9 Poem by the school (Thanksgiving Song). 
10. Song by the school (3 minutes). 

Preparation. 

(A successful entertainment lies not so much in what 
you do, as in how you do it.) 

Prepare the blackboard with care. That means have it 
cleaned by erasing downw^ard and wiping it with a dry cloth. 

Nothing pleases parents and children better than specimens 
of work: The calendar; a carefully copied letter (signed 
by the pupil); a memory gem; an example in good form; 
lists of various kinds. 

Mounted leaves may be arranged on large sheets of card- 
board or stifif paper, and may be hung over unsightly places 
on the board, thus serving a double purpose. 

Let the manner of giving the poems be a source of variety; 
too often our programs are dull for want of change in the 
manner of presentation. 

"The Corn Song" was learned by assignments to indi- 
viduals. Those pupils are now ready to recite their verses 
from the floor. 

"The Thanksgiving Hymn" will make an excellent concert 
exercise. Be careful that the school speak slowly, distinct- 
ly, and with a brief pause between the stanzas. 

A signal for commencing is necessary, but should by all 
means be so slight as to be almost unnoticed by any ex- 
cept those reciting. 

"Down to Sleep" may be prettily given by four pupils who 
rise in turn, each reciting as he stands beside the desk. 

'The Memory Gems are for pupils who have no other part. 
They are not tiresome, and they prevent anyone from being 
"left out." 

To prepare them the teacher needs to write a copy for each, 
numbering the slips. 

Drill the children, first, to read their lines well; second, to 
learn them; third, to respond by standing at their seats and 



46 DETAILED METHODS 

reciting as the teacher calls the number; fourth, to recite 
in order without the number being called. 

Let the opening and closing songs be by the school. One 
other selection may be by a number of pupils, but solos 
by children are to be questioned for reasons ethical as well 
as pedagogical. 

The teacher's story should have a colonial setting; let 
me confide to you this help — practice telling it yourself, and 
throw your whole heart into it. 

The time alloted each number is short, but provides for 
about forty minutes, and that is long enough. 

One last word as to the gymnastics. 

Nothing is worse tharn poor gymnastics, consequently 
arrange your exercises and keep to the same arrangement 
every time you practice. Oh, the failures because each time 
a drill was given it was done in a different way! 

LANGUAGE. 
I. 

WORD DBILLS. 

The uses of saw, seen; did, done, are more than ever to be- 
come matters of habit. Try them as daily exercises this month 
— three minutes dailj*^ for each of the twenty-two days — and 
do not yield to the temptation to drop the drill after a 
week or two because it is monotonous. Rather give new 
sentences or new forms of the words, but keep faithfully 
to the two abused forms, and keep drilling. Here are some 
suggestions for the three-minute drills. 

N. B. — If blackboard room is scarce (as it usually is) a 
big sheet of heavy wrapping paper will be a substitute and 
on this you can write with a piece of charcoal, or a sharp- 
ened penholder dipped in ink. 
1. Teacher has written several sentences for each word. 

Point to the sentences, the school reading. 
8. Pupils may give sentences, using the forms required. 



NOVEMBER 47 

The teacher selecting good ones, writes them; all 
read the ones written. 

3. The teacher has sentences written, leaving blanks for 

the word; pupils read and supply forms for the blanks. 

4. Pass slips of paper; 

Pupils write the words in sentences, read from their 

papers. 
Notice please, that the suggestions provide for much 
oral drill (ear training), and that the number of sug- 
gestions corresponds to the number of weeks; not 
being intended for one exercise, but for four. 
Sometimes these exercises impress one as being very 
formal — they are so; but we are fixing habits of speech, of 
persistent effort; of individual responsibility; and the teacher 
is learning by experience that success is the result of well- 
directed and repeated effort. 

II. 

POEMS. 

Down to Sleep. 

Reference to the November walks in the woods, and ex- 
planations of allusions made in the poem, will result in 
preparation. 

(a) The following expressions are suggested as related to 
these observations: 
Woods — bare and still. 
Days — clear and bright. 
Noon burns up. (Warm) 
Morning chill. 
Beds — fragrant and soft. 
Beds — sifted, shaped, spread. 
Forest tones — low, sweeping. 

As- these are used, write them on the board. A con- 
versation lesson with the class will bring out ob- 
servations surprising to you, and v^'ill make real to 



48 DETAILED METHODS 

them the relation between the literature studied and 
the world about them. 
Read the poem to the class. 

For Seat Work. 

Pass copies of the poem. Underline expressions talked 
about. Read the poem for yourself. 

(b) Read it again. Notice the last word in each line and 
the last line in each verse. 
Have several pupils read the underlined words in 
study work. Your purpose here is to learn if they 
are diligent and if your conversation was well di- 
rected. 
The rhyming words were noted incidentally to be 
used later in connection with your reading drills. 
Your new work will be to bring out pictures of 
November woods in the morning — chilly, snowy, fra- 
grant; November woods at noon — warmer, sifting 
leaves. 
Pupils may read the stanzas. 

Note and secure if possible a tender feeling which will 
result in a gentle, tender tone of voice. (Here is 
the place to select the four pupils to recite this se- 
lection for your program.) 
Assign a verse to each. 
Pass papers. 

Copy the verse assigned. Underline the words re- 
lating to the morning (or noon). Commit your verse 
to memory. 

A Thanksgiving Hymn. 
Here is the spirit of the season. By reading the last line 
first each stanza is a lesson in paraphrasing. 

Verse 1 brings out the beauties and joys of spring. 
Verse 2 describes the delights peculiar to summer. 
Verse 3 enumerates blessings which, grouped in order, 
lines 1 and 2, are family protection and blessing. 



NOVEMBER 49 

Lines 3 and 4 for protection and direction. 

Verse 4 is the summary — namely, God's care and guidance. 

(a) Read the poem. Re-read it, paraphrasing as suggested. 

Re-read, bringing out the thought of each season's 
joys — and that love and guidance are more precious 
than treasures. 

For Seat Work. 
Assign verses to be copied to secure arrangement. 

(b) Pupils, at a second recitation, may read from their 

copies; then re-write at the board. 
Concert reading, repeated for expression of the thought, 
will result in memorizing the whole, and will need 
only "finishing touches" to be ready for the program. 

Winter From the Window — Tennyson. 

Read the poem. 

Re-read first stanza, pupils listening for statements. 

What do animals and insects do in winter? 

Teacher and pupils make a list of animals and what each 
does. 

Read second stanza. 

Re-read. 

Pupils tell the animals named and what becomes of each. 

Read third stanza. 

Re-read and notice its resemblance to the first. 

How does the "bite" of the frost in the second and third 
stanzas differ from the description in the first? 

For Seat Work. 
Copy the poem. 

Make a list of the last words in each line of first stanza 
and third stanza. 
Learn first stanza. 

in. 

COMPOSITION WOEK. 
As stated before, the first need in writing is something 



50 DETAILED METHODS. 

to write about. Two conversation lessons with the related 
seat work ought to secure a written exercise in elementary 
composition. 

1. List the products of the farm as pupils name them. 

Group these into animal and vegetable; or into those 

for home use, those for market, and those for both 

home and market. 

Follow this talk with a reproduction exercise, securing 

statements from the pupil, and the teacher writing 

these on the board in composition form. 

For Seat Work. 

Copy the composition as on the board. 

2. Refer to articles kept for use. 

What else is needed for warmth of family? 

For comfort of the stock? 

Where are these obtained? 

What day celebrates the preparation for winter? 

Where do you expect to spend it? 

What will you do? 

What will be the best thing of the day? 

The teacher will find questions crowding into her mind 
until she will need to guard against making the ex- 
ercise too long. 

(a) Questions on board one at a time. 

(b) Pupils read silently, and answer aloud. 

(c) Teacher write answers in composition form. 

(d) Read the composition from the board. 

For Seat Work. 
Copy the composition. 

IV. 

THE PARAGRAPH. 

One last point for the month remains: 

The paragraph. As in letter writing and composition 
work, the ideal must be created, then attained. 



NOVEMBER 51 

In the composition of the two previous lessons, if the 
teacher has observed correct arrangement and has indented 
properly, the pupil has been given his first idea of the form 
of a paragraph. In the preceding lessons on the poems and 
the scenes described, he has been given his idea of the con- 
tent of the paragraph. 

Calling attention to these as you progress will be the first 
effort to stimulate his imitation. Like so many matters of 
correct English, imitation grows to be a fixed habit and it 
is by this method I recommend the work on paragraphs for 
the third grade. 

QUERIES. 

1. Need all the seat work be read in the class? Not al- 

ways; but just enough of it to satisfy yourself that 
your requirements were met. 

2. How can I have sentences for seat-work before the les- 

son has been taught? 
You know what you will teach; you know what you will 

assign. 
Have the assignment written on the board under a map 

or chart, and at the time it is needed uncover it. 

3. I have not access to the poems mentioned. How can I 

get them. 
"Poems for Language Study," published by Houghton, 
Mifflin & Co. It may be ordered from A. Flanagan 
Co., price 30 cents. 



PICTURE STUDY. 

Christ in the Temple — Hofmann. 

1824. 

The Artist: 

Heinrich Hofmann is still living and teaching in Dresden, 
and Americans are always welcome in his studio; many 
travelers speak of his kindly manners. 

His designs for Bible illustrations have always been fine, 



52 DETAILED METHODS. 

and show artistic skill, combined with knowledge of the 
Scripture. 

Other pictures are: Christ in the Garden, Christ and the 
Rich Young Ruler, and some fine frescoes. 

This picture differs from representations of the Holy 
Family, here only the figure of Jesus is given place. 

The thought of the picture is, the serious realization of his 
own task. 

The most prominent figure is the boy Christ, whose face 
nearest corresponds to our ideal, but beauty of face would 
not hold the respectful attention of these Doctors in the 
Temple. Note their expressions of interest, admiration, 
curiosity, surprise, thoughtfulness. 

The arrangement of the picture places the boy in the cen- 
ter, leaning upon a reading desk; at each side are the learned 
men, all eyes directed toward the lad. Note the balance of 
the arrangement, the figures on each side the center. 

The light coming from the left side and above brings out 
the entire figure of Jesus, and the faces of the men, besides 
the Book of the Law. 

The setting suggests the temple itself and the wealth of 
the Doctors. See the rich robes and compare them with the 
simple slip worn by the boy. "And all that heard him were 
astonished at his understanding and answers." (Luke ii.) 

DECEMBER 

THINGS TO DO. 

1. Mark the length of the sun's shadow as seen at the 

sunniest window in your room. Do this weekly and 
keep the record for comparisons. 

2. Keep a temperature calendar, rather than a weather rec- 

ord. Let the record be taken from a thermometer 
hung outside. 

3. Notice the windows on a frosty morning; the effect of 

breath blown on a frosty window; blown on a dry, 



DECEMBER 53 

cold window; the nails and other metals covered with 
frost; vessels broken by frozen water, and the loca- 
tion of the break. 

4. Read to the school, "The Frost," by Hannah F. Gould. 

5. Notice any remaining leaves, their color, the way they 

hang, what trees have them. 

6. List the remaining birds; on what do they feed? 

7. Commence Christmas construction work, and have a 

regular time for doing this. Let it be voluntary, and 
if you have no other time, an extra period after school, 
once or twice a week, will be worth your effort. 

8. Read to the school once, "Christmas in Other Lands," 

and similar stories. 

9. Before leaving your room for the vacation days, be 3ure 

you have taken all memoranda then on the board. 
Keep them in your note book. The Janitor may take a 
sudden notion to clean your boards, and you would 
be without the observation records of October, No- 
vember and December. 

Materials Helpful for Construction. 

1. The top and bottom of a paste-board box will take the 

place of a straw-board for foundation pieces. 

2. Sample books of ingrain papers will furnish cover papers 

for you, and the dealer in wall-papers will give an old 
one to you. 

3. Ask the clerks in dry-goods stores to save you the rib- 

bons found in handkerchief boxes. 

4. Soak the posters from fruit cans and carefully cut out 

the central figure of a peach, pear, bunch of grapes. 
When articles are completed put them carefully away, 

labeled with the name of the maker. 
Later he will tell you to whom it is to be given, that you 

may mark it before the time for distribution. 
Things to Make. 
Boxes for pencils, candy, spools. 
Book-marks. 



54 DETAILED METHODS 

Calendar mounts. 
Blotters. 

Your calendar pads will have to be ordered through a 
dealer in books and stationery. 

Christmas Program. 

1. Song. 

2. Mental Arithmetic Drill. 

3. Poem (from the reader used). 

4. Song. 

5-6-7-8-9. Recitations related to Christmas. 
10. Song, 
n. Christmas in Other Lands (several pupils). 

12. The First Christmas. Luke ii:7-18. 

13. Song. 

14. Distribution of gifts. 

LANGUAGE. 
I. 

WOED DEILL. 

Correct use of sit, set: 

The errors occur in the use of the present forms, sit; 
setting; set; in the perfect forms, sat, set, was sitting; 
had, or has been sitting; had set; had, or has set; in 
the passive forms: was set; had been, or has been set. 

(a) List these forms on the board and with the teacher 

or a pupil pointing, read the list repeatedly. 

(b) Give hektographed slips to the pupils, having such 

sentences as these: 

Will 3^ou sit here? 

Were j'ou sitting near the window? 

Has John sat near the door? 

Where have j^ou been sitting? 

Was Mary sitting near Emma? 

Will you set the chair in the arbor? 

Was the pitcher set by the wall? 

Had (or has) it been set on the table? 



DECEMBER 55 

N. B. — The verb sit is intransitive; (its subject is never 

acted upon). I sit, you sit, she sits. 
Set is transitive: 

I set the pitcher, you set it, she sets it. 
Notice the variety caused by the change in person, 
(c) Read the question aloud repeatedly, one pupil read- 
ing the question, another answering in good state- 
ment. (Use of the word and ear-training being 
the aim of the repetition.) 

For Seat Work. 

(a) Write answers to the questions given. 

(b) Give hektograph sentences, leaving blanks for the 

lesson word. 

II. 
POEMS. 

Pass copy of the following: 

Why Do Bells for Christmas Ring? 
Here again is a poem for class work and for a program 

number also. 
There are two questions to be thought over. 

(1) Why do bells ring? 

(2) Why do the children sing? 

Read the poem. Re-read it, answering the first two lines. 
Test the understanding of lines 8-15 with the question 
asked. Bring out answers to state: 
Who saw this. 
What it did. 
Who were there. 
Who were they. 
Follow with concert work for clear reading, for phrasing 
the answers. 

For Seat Work. 

(a) Teacher write questions on the board. Pupils to 
copy the answers from the poem. 



56 DETAILED METHODS 

(b) Further seat work may require a copy of the poem, 
and committing it to memory. 

PiccoLA — By Celia Thaxter. 

Preparatory to the poem lesson, have a brief conver- 
sation about Christmas: 
What it brings to each. 
How these are given. 
How they are received. 
How the Germans regard the season. 
In your own study it may simplify work to have in mind: 
This story is a fact (first and last lines), when it hap- 
pened (lines 5-12), Piccola's trust (lines 13-20), her 
gift (lines 25-28), her joy (lines 21-24, 29-32). 

(a) Commence by reading the story. 

Re-read, changing the order of the verses to de- 
velop the suggested outline. 
Let the first reproduction be for spontaneity. 

For Seat Work. 

Let pupils copy certain verses, these having been selected 
to harmonize with the outline you have made by your 
reading. 

(b) Test your seat work, before the next lesson. 

Re-read the poem for certain phrases to be ex- 
plained: 

The Wolf from the door. 

Poverty's patient pain. 

No joy might stir. 

Till the dawn was grey. 

To her shoe. 

The good saint. 

As happy as any queen. 
The children will be able to explain most of these expres- 
sions, and a few well directed inquiries will disclose 
any cloudy ideas. 



DECEMBER 57 

Read such phrases as; 

Only to live till summer again, etc. 

How would you have said that? 
Also: 

When dawned the morning of Christmas day. 

St. Nicholas nothing would bring to her. 

A sparrow that in at the window flew. 
Reproduce the story orally, going into detail more than 

in the previous lesson. 
Let the good talkers do some blackboard work, holding 

the timid ones by your encouragement. 

For Seat Work. 
If you required the preceding poem committed by all the 
class, this one may be assigned by verses according to the 
outlines you have used. 

III. 
COMPOSITION WORK. 

Let your readings for this month be related to the material 
for this work. Make a simple outline of these readings re- 
ferring especially to Germany and England, and relating to 
child-life and to public celebrations. 

In connection with the child-life will appear the parents' 
interest. 

In connection with public celebrations will occur references 
to the surroundings which really control their festival. Some 
legend which affects their customs. 

In "Seven Little Sisters" you will find help — "Louise, the 
Child of the Beautiful Rhine," and "Louise, the Child of the 
Western Forest" — and in "Each and All," will be found 
"Christmas Time Again for Louise." 

These are both books by Miss Jane Andrews. 

As Christmas magazines are being received, be on the 
look-out for descriptions of English celebrations. 

Help for a starting point will be found in Dickens' Christ- 
mas Tales, and another short article in Irving's Sketch Book. 



58 DETAILED METHODS 

You will be informed on the rank given to this holiday, 
the charms of the season, the effect on the peop'e, old cus- 
toms, manners. 

These sources ought to supply sufficient material which 
has been given to the school through your morning talk or 
daily readings with them. 

As to the teacher's work; 

Talk with the class and outline bv paragraphs as you 

talk. 
Have your outline in mind (or on paper is still better) 

and adapt yours while you direct theirs. 
Reproduce your outline and write the reproduced sen- 
tences in composition form, on the blackboard. (This 
provides for ideals to be used later in teaching use 
of the hyphen.) 

For Seat Work. 

1. Copy the composition from the board. 

2 You are now ready for a lesson in arrangement, capitals, 

punctuation, etc. 
Your outline again on the board, pupils reproduce from 

memory, writing their statements on the board. 
Note all the errors and without reproof, the teacher may 

reproduce an exercise — a composite one — including the 

errors of the day. 
Check those errors. 
Let the class note — 

1. Why you check each. 

2. How to correct it. 

3. Re-writing it correctly on the board. 
N. B.— (1) Note. (2) Know. (3) Do. 

For Seat Work. 

Pupils may write a composition on "Christmas in Other 
Lands." 

In correcting this seat work, need I caution lest you expect 
too much? 



DECEMBER 59 

Your criticisms should be confined to errors for which 
the pupils are responsible because of lessons in the first, sec- 
ond and third grades, leaving advanced work until they 
reach it. 

Of course their errors will be checked, but not corrected. 

IV. 

THE HYPHEN. 

We have only two uses to plan for here: 
In a compound word; and in a word divided at the end 
of a line. 

1. Select a list of common compound words, which can be 

used in sentences for seat work. Let me emphasize 
selecting common words that the children may not 
become bewildered by too many new ideas at once. 

Here are some good ones: 

Gas-burner, wood-box, apple-tree, grass-grown, street- 
car, looking-glass, rocking-chair, morning-glory, 
good-by, bumble-bee. 

Present the lessons by using the words in sentences. 

Teacher name word, pupils use in sentence. 

Teacher write sentence. 

Teacher point to the word, class spell, naming the 
hyphen. 

Teacher assign words to pupils. 

Pupils at board write a sentence, using the given word. 

Read; erase. 

Teacher name the word, spelling it (without naming 
hyphen) ; pupils write. 

Class note; correct exercises. Erase. 

For Seat Work. 

(a) Copy the list. 

(b) Use each word in written sentence. 

2. The use in divided words is our next lesson, and the first 

step is the formation of an ideal, and this is to be 



60 DETAILED METHODS 

accomplishcfl while writing the composition work. 
(See III.) 
Select paragraphs from the readings. 

Copy one of these on the board and in a limited space, 
thus forcing yourself to divide words and use the lesson 
point; if compound words occur, so much the better. 

Pupils read from the board, the teacher calling attention 
to the divided word by naming it, pupils locating it, spelling 
it (with the hyphen). 

For Seat Work. 

Pass narrow papers for the written exercise. 

Pupils copy the paragraphs on the board. 

You will need to repeat your lesson, for the papers handed 
you next day will show hyphens used where you used them 
and omitted at the end of the line, proving to you that they 
associated the mark with a certain word rather than with 
the location of it. But just do it all over with a clear con- 
science. 

QUERIES. 

1. When would you show the class how to arrange written 

work for neatness and form? 

On the blackboard when presenting the work. 

The teacher's work is always a model for the class; they 
form their ideas from sense perceptions. The placing 
of the subject is a matter of direction and imitation; 
the paragraph was taught in November and is to be 
regarded ever after. 

The margin is a matter first of favorable condition and 
then of perception. 

With a pencil, rule one-half inch of margins on the 
papers for compositions. Do this several times, if 
needed, and then insist on it being regarded. Success 
will depend on how insistent you can be. 

2. Will you suggest an elementary text on school gymnas- 

tics? "School Gymnastics," by Jessie Bancroft, pub- 



DECEMBER 61 

lished by E. Ginn & Co., Chicago, is freehand and very 
directive. It may be ordered from A. Flanagan Co., 
price $1.20. 

V. 

PICTUEE STUDY. 

Prince Balthazar — Velasquez.* 
1599—1660. 

The Artist is a native of one of the most cruel civilized 
nations, Spain. Everything he does may be accepted as 
absolutely true. He was all gentleness and kindness, though 
you would not think so when looking at his portraits. They 
have a sternness about them, but remember the people he 
painted were stern as he represents them. 

He was the greatest of Spanish artists. 

Other pictures are numerous portraits of the royal family 
of Spain. 

This picture represents the little prince richly dressed, 
apparently galloping into the scene. 

The thought is centered on the child and the pony, the rank 
and the wealth of the family. 

The arrangement permits a back-ground of snow-capped 
mountains which forms a setting for the central figures. 

The light, evidently from the sky, strikes the child's scarf 
and face. 

Notice the clothes — sash, hat, high boots, lace collar — of 
the boy. 

See the pony's mane, tail, plump body, rich harness. 

The expression of the rider is one of satisfaction with 
himself, as was doubtless the case. 

He did not live to come to the throne, but died of small- 
pox at the age of sixteen. 



♦Velasquez. Pronounced: Ve-liis'-keth. 



62 DETAILED METHODS 

JANUARY 

THINGS TO DO. 

1. If the blackboard has not been washed, or if your 

Christmas decorations are still in place, erase them 
and commence the new session with everything fresh 
and seasonable. You will want to use the same deco- 
rations again, and by erasing them now, you are saving 
the ideas for the future. 

2. Any observation notes may be arranged on the upper- 

most part of the board for continuing the record. 

3. This is a month of severe weather; it will be well to 

decide how to ventilate or by which windows; then 
see that draughts from all others are stopped. 

You certainly are housekeeper enough to fill cracks 
with strips of clean rags — pushing them into place with 
a case-knife. 

The ventilating can be done by dropping the windows — 
not more than two or three inches; this sets the cur- 
rent from both top and middle; put your hand where 
the sashes meet and test it for yourself. 

Or a 2x4 plank can be sawed of the length to fit across 
the sill. Bore auger holes — possibly a dozen — half 
through the front side, then at a corresponding dis- 
tance half through the top; this changes the direction 
of the entering air, and prevents a draught. 

A little interest made evident by effort will be more than 
returned in sympathy and co-operation of superin- 
tendent and parents. 

4. Observe which is the snowy side, which is the icy side 

of trees. 

5. List the birds seen. 

Where do they nest? 

What do they eat? 

Put out food for them, bread, grains, raw fat beef. 

Note the grain eaters, the flesh eaters. 



JANUARY 63 

A practical teacher will make this the opportunity to 
rid her neighborhood of English sparrows. 

6 Mark the sun's shadow weekly; compare it with Decem- 

ber's record. In what way is it changing? 

7 Mark the outside temperature. 

Note the direction of the wind on cold days, on warm 
days, on sunny days, on cloudy days. 

8. Note the landscape from the window, the dull colors of 

sky and trees. Note the trees and name them from 
their manner of branching. 
Locate other trees branching in the same manner. 

9. Lincoln's birthday is so early in next month that your 

related work will be taken this month, but you climax 
saved until February. 

10. Have his portrait somewhere in the room, on the wall, 

on the blackboard, or make it by outlining a stenciled 
paper with charcoal, and tack it at the corners to the 
closed door. 

11. Be looking for stories whose teachings are co-related 

with the poems of the month. 
You will find these in Sunday-school papers, or the 

Youth's Companion; the date will not affect the value. 
If possible clip these stories and mount them in your 

scrap-book for future use. 

LANGUAGE. 



DRILL IN PRONOUN FORMS. 

The fifth month's outline requires: 

First: The choice of the proper pronoun. 

Second: Using the proper form in the correct manner. 

The manner of drilling may vary: 

(a) Use I, he, she in statements. 

(b) Change the same to questions, e. g. : 
I did my work. 

He went promptly. 



64 DETAILED METHODS 

She sang sweetly. 

Did I do my work? 

Did he go promptly? 

Did she sing sweetly? 

Teacher have the list of pronouns on the board. 

Pupils use them in sentences. 

See (a), (b). 
Class read them in concert, 
(c) Teacher write sentences, leaving a blank for the 

pronoun form. 
Pupils fill these blanks. 
Class read again for ear training. 

2. (a) Use the same forms in a compound subject and 

note the location of the speaker's pronoun: 
John and I worked. 
She and I sang. 
He and I ran. 

(b) Change these to questions as in 1. (b) and take the 
exercise at the board as in 1. (b). 

(c) Take the same exercise, filling blanks as in 1. (c). 

For Seat Work. 
Pupils write statements using I, he, she. 
Change these statements to questions. 
Write sentences using: 

Mary and I — Mary and he — Mary and she. 

3. The objective forms, me, him, her, can be taken in a 

similar manner, 
(a) Use them first in the easiest form as a starting 
point, then (b) the compound object, and to locate 
the proper place for the speaker, and the person 
spoken to. 

(a) He spoke to me. 
John invited him. 
We saw her. 

(b) Henry called to Mary and me. 
We ran toward John and him. 



JANUARY 65 

You will notice that the predicate nominative is not in- 
cluded in the third grade work; it is included in the work 
for the fifth month of the fifth grade. 

In this grade we will keep to work which seems very sim- 
ple, and we will repeat it till excellence is bound to be the 
result. 

For Seat Work. 

The teacher may give a list of transitive verbs to be used 
with the pronoun forms, invited, pleased, helped, saw, etc. 

Use these words in sentences with Mary and me, John and 
him, Fanny and her. 



IL 

POEMS. 

Nobility — Alice Cary. 

1. The absence of a narrative gives us the opportunity to 
seek some other purpose than merely forming mental 
pictures, or than the re-production of incidents. 
Each quatrain seems to be a lesson in ethics, and needs 
only a story of common experiences to illustrate its 
meaning. 

(a) Industry contrasted with idle dreaming. 

(b) Kindness and truthfulness. 

(c) The folly of revenge. 

(d) The safety of doing what we know to be right. 

(e) Working for praise. 

(f) The lessons in disappointments. 

(g) Doing more than we are paid for. 

These are some of the points to be made real by stories. 

There is a swing in the rhythm of the poem which makes 
it bewitching to learn. 

Divided into quatrains it furnishes material for writing 
exercises. 



66 DETAILED METHODS 

The last lines of stanzas 1, 3 and 5 make excellent memory 
gems. 

If souvenir booklets are being made for February 12th, 
what would be better than one or two of these quatrains, 
carefully written for the leaf of the souvenir? 

There are seven story themes suggested, but one should 
not try to use them all. 

Three or four, at most, are enough to undertake. 

Then let the children choose their favorites and learn the 
lines related to the chosen story. 

Procedure with the story: 
Tell the story. 

Connect the related lines of the poem. 

Write them on the board. 

Class read them. 

Tell a second story and relate it to some lesson in 
the poem, in the same way. 
For Seat Work. 

Copy the lines from the blackboard. 

Learn them. 

2. Use two more short narratives and apply the lines as 
suggested. 

Review the procedure (1) by repeating the lines, and 
pupils telling the story they suggest. 

For Seat Work. 

The teacher will have the four verses, which have been 
used in the lessons, carefully written on the board. 
Pupils copy them. 
Learn the two liked best. 

Our Flag — Margaret Sangster. 
Have a flag drawn in colors on the board; let it be more 
than an oblong with indefinite. stripes and a vertical line for 
a stick. 



JANUARY 67 

Use enough ingenuity to represent a few waving folds, 
and color it with tints, rather than with glaring crayons, of 
standard red and blue. 

Pictures of the St. Gaudens statue of Lincoln, a freed 
slave, or the spirit of the revolutionary heroes, any or 
all of these make a good starting place. 

Learn this poem yourself, repeat it to yourself until it 
means something to you; until you have absorbed the idea 
of the relation of the fearless-hearted to the broken chain 
of "sturdy fathers" in the Revolution, and to "kingly sons" 
in the Rebellion. 

When you feel these relations you will have started your 
preparation. 

1. Read, or tell, to the class some incident of bravery in 

war, a pathetic incident of slavery, an incident of 

heroism in the War for Independence. 
Repeat the first verse of the poem associating the inci- 
dent read, with the phrases: 

Of the fearless-hearted. 

Of the broken-chain. 

In a day-dawn started. 
Show on your drawing the ''heaven light" (blue), the 

clustered stars, the bars, the three colors, and point 

to these as you repeat the lines. 

For Seat Work. 

Copy the eight lines, noticing the arrangement (similar 

to the preceding poem). 
Learn the last four lines. 

2. Pupils repeat the lines memorized. 

Refer to the War of Independence, and give, by picture, 
or by description, an idea of colonial life on the fron- 
tier. 

Call out qualities that we deem "kingly," i. e.: 
Courage. 
Protection. 



68 DETAILED METHODS 

Generosity. 
Dignity. 
Promptness to act. 

List men in history whose names stand for these quali- 
ties, including some of the heroes of the community. 

Repeat the first four lines of second verse, and associate 
them with this list and with those qualities. 

With the last quatrain return the attention to the colors. 

For Seat Work. 

Copy the second verse (from the blackboard); from the 
two verses select words telling who may especially 
claim this flag. 

The Nightingale and the Glovv-Worm — Cowper. 

Read the poem. 

Read the first six lines. 

Pupils explain them. 

Read lines 7-12. 

Re-read them till several are ready to explain them. 

Tell the rest of the story to bring out the meaning of 

harangued, minstrelsy, abhor, beautify, approbation, 

sectaries, discern, transient. 
Write these words in syllables on the blackboard. 
Pass copies. 
Pupils read lines 1-12. 
Teacher read lines 13-26. 
Pupils read and explain lines 15-18, 19-22, 23-26. 

For Seat Work. 
Pass paper. 

Answer on paper these questions: 
Which nightingale is meant? 
When did he begin to feel hungry?. 
What did he see, and what did he think? 
Copy lines 15-18. 



JANUARY 69 

III. 
COMPOSITION. 

We may find material in numberless books, and while 
many may be suggested it will be well to confine the ma- 
terial to simple stories of — 
Lincoln's kindness, 
His honesty. 

His desire for education, 
His industry. 
His sympathy, 

His careful preparation for a task. 
His tenderness. 
Have a definite incident for each of these. 
In Chapter XXV., of "The Illini," you may read for your- 
self the thoughts of an observer at his first inauguration. 

H the subject be one started in the homes, it will prove 
a fruitful one; but take care that you select stories applying 
to some trait of character for the first exercise, and those 
applying to his accomplished aims for the second coinposi- 
tion. 

1. Take a morning period for talking to the children of a 

story which appeals to your own heart, — 
His poverty. 
Sensitiveness. 
Desire to learn. 
Assign the task of reporting stories for the next morn- 
ing. 

Distribute any you may have found in school histories, 
these are to be read and reported. 

2. Pupils may talk freely of their stories; as they talk, note 

the quality of character illustrated and keep a list 
of these qualities with the incident associated. 
At the close of these exercises write these qualities and 
list of incidents on the board, allow each pupil to 
select the one he likes best. 



70 DETAILED METHODS 

For Seat Work. 

Write the name of the story you chose. 

Why did you like it best? 

Write five statements about it, and more if you can. 

Now, what have you accomplished? 

In exercise (1), you have aroused interest. 

In exercise (2), freedom of expression; while 

Seat Work will disclose their power to write 

what you have formulated in their minds and 

have laid upon their hearts. 
From the disclosures in Seat Work comes the 

next exercise in drill: 

(a) Re-produce the incidents (orally.) 

(b) Write what is re-produced; 

First on the board in class. 
Second, on paper for study. 

What Lincoln did for our country: 

The material for this has doubtless been included in the 
stories already brought to class. The teacher has only to 
refer to her list and select the ones on hand, adding to these 
from her own readings. 

Among the townspeople may be some one more than 
willing to talk to the school upon the subject, and you may 
do well to call upon him; but choose carefully, that he 
may not be some one who talks too long, or talks to no 
purpose. 

If in doubt about calling upon an outsider, choose the 
safer course, and let the children go to him, reproducing 
their information in the class. 

(a) The pupils reproduce the material, the teacher noting 

the paragraphs and mentally deciding on the plan she 
will use in arrangement. 

(b) From questions on the board, answer in oral statements. 

Write the same statements on the board for help in 



JANUARY 71 

spelling and capitals. (Their arrangement will be 
faulty.) 
Re-write these for better form. 

For Seat Work. 

Write the subject on the first line, i. e.: 
What Lincoln Did for Our Country. 
Copy the statements on the board. 

When the exercises are collected for comment it will be 
well to confine criticism to the formal side: 
Spelling. 
Capitals. 
Punctuation. 

Indentions, etc., as these have been controlled by 
the teacher's directions. 

IV. 

WRITING NAMES OF PEESONS AND PLACES. 

The names used in the stories already used will supply 
material; they may now be recalled for another pur- 
pose, the writing of proper names. 
Here aresome words you have been using; they will 
suggest others to you: 

December January 

Illinois Washington 

Kentucky Indiana 

Springfield Baltimore 

Lee Grant 

Mississippi River Abraham Lincoln 

Alice Cary Margaret Sangster. 

Make a list of fifteen or twenty more such words. 
Arrange them in lists, (1) persons, (2) places. 
Re-arrange these lists into (a) names consisting of one 
word, (b) names consisting of two words. 
Your aims are: 
(1) To show the word properly written. 



72 DETAILED METHODS 

(2) To have it re-written. 

(3) To repeat these two steps till hand and mind move 

together like machines. 
By this time your mind must be in such accord with your 
work that you can formulate the steps in the process to 
follow: 

1. (a) From the general supply, pupil give the words; 

teacher write them. 

(b) Re-arrange the list. 

Pupil select the names of persons. 
Teacher check the word. 

Pupils at the board write the words checked. 
Arrange the list of places by the same device. 
A strong pupil may read the list as the others 
write the words. 

(c) Select and check names consisting of two words. 
Write these on the board. 

The teacher read the list, the pupils noting and 
checking the correctly written words. 
By the time you have held their eyes and hands in the 
purposeful writing of thirty or forty words they will give 
the rule very readily: 

Names of persons and places must be written with a capi- 
tal letter. 

For Seat Work. 

Copy the list: 

(a) Persons. 

(b) Places. 

2. The second exercise on the work may be similar to the 

first, emphasizing the troublesome words as revealed. 

in the former drill. 
Let the list of words include many that have occurred 
in preceding months, thus eflfecting a review drill with a 
new purpose. 



JANUARY 73 

V. 
PICTURE STUDY. 

Singing Boys — Donatello. 

The artist did not inherit his talent, being the son of a 
wool-comber, but in early childhood he was taken to the 
house of a noble family, who were lovers and patrons of 
vTt. Probably his surroundings here trained his taste. 

He did some work in sculpture, and his chief talent lay 
in bas-reliefs. No amount of flattery seemed to spoil him, 
to him a little pleasure seemed a great deal, and he was con- 
tented with little. 

Other works are: The Annunciation, a bas-relief in sand- 
stone; the statue of Saint George, and the decorations for 
many church altars, baptisteries and tombs. 

This bas-relief is a part of an altar decoration in the 
cathedral of Padua. 

The arrangement is crowded, for two figures are placed 
in a space for only one. The picture is known generally as 
"The Choristers." 

The boys are evidently singing a duet, busily occupied 
with the score. Their affectionate attitude and sincerity 
are very marked. 

One skillful effect to be noted is the apparent distance be- 
tween the heads, though one of them had to be modeled in 
high relief. 

The subject is not so familiar nor so pleasing as "The 
Singing Boys," by Luca Delia Robbia, and the exchange 
would be a pleasing one if practicable. 



74 DETAILED METHODS 

FEBRUARY 

THINGS TO DO. 

1, Plan to have a short program on February 12th. 

2. Have portraits of Washington, Lincoln, Lowell, Long- 

fellow. 
?,. Summarize biographical ideas of Lincoln. 

Birth, when, where? 

Boyhood passed where? 

Love of study. 

Borrowed books. 

Evenings at work. 

Different occupations he followed. 

Positions he filled. 

Qualities of character shown. 

Greatest act performed. 
Quotations from Lowell's Commemoration Ode, — com- 
mencing: 
"Nature, they say, doth dote, etc." — through the words — 
"The first American." 

4. Collect (or send for penny miniatures one-half cent 

each) pictures of Longfellow, his birthplace in Port- 
land; his home in Cambridge, and use these for hand 
work. 

(a) Trim the edges by cutting to the line. 

(b) Measure and trim oblongs of dark-colored paper for 

mounting these pictures. 

(c) Mount them by pasting upper corners only. (Use 

the little finger for pasting and keep the forefinger 
clean for pressing.) 

5. Collect or sketch pictures of Indian scenes, to be used 

in drawing hour, 
(a) Pass manilla papers of the same size, 
(b") Sketch the copy with sharp soft pencil, making only 

the outlines, 
(c) Brush in the sketch with a camel's hair brush 
dipped in ink. 



FEBRUARY 75 

Your results may not be satisfactory at first, but 
a few trials will show the amount of ink to be 
used, and will steady the hand for making smooth 
edges, 
(d) Keep the cleanest and smoothest ones for encour- 
agement and suggestion. 

6. Find the average temperature for January; keep ther- 

mometer record for February. 

7. Let the pupils "bundle" your number splints into lO's. 

8. See to it that you have cubes (64) for your number 

work. 

9. In your note book record the measurements required 

for Sixth Month's arithmetic: 
Dates of birthdays of 
Lincoln, 
Lowell, 
Washington, 
Longfellow. 
Distances. 

Population of towns. 
Length of tablet, page, window-pane, 
Desk top, 
Width of same. 
IC. Notice the melting snow. 
Where it melts first. 
Where it is slower in melting. 
Its color in these places. 
(See suggestions for home geography in Illinois course 
of study, sixth month.) 
The snow hanging on pine trees, 
"Ermine too dear for an Earl." 
The snowy plumes where it bends the weed tops. 

11. Notice the action of the birds in a snow storm (espe- 

cially the blue-jay). 

12. Learn as a memory gem the first two verses of "The 

First Snowfall," by Lowell, 
in. Make souvenir leaflets for February 12th. 



76 DETAILED METHODS 

(a) Measure, out, fold oblongs of colored paper for 

covers. 

(b) Measure, cut, fold oblongs of writing paper (,1 

inch smaller than the covers). 

(c) On the latter copy a quotation from the poem, 
"Nobility." 

(d) With needle and colored silk, sew^ the written 

pages to the cover paper, tie the thread in a 
bow knot on the outside. 
Let the teacher make one for a model as well as for her 
own understanding and preparation. 

LANGUAGE. 
I. 

CORRECT USE OF VERY— AWFUL. 

Notice that the requirements relate to a choice of words 
rather than to a choice of word-forms, as in last month. 

The second word makes the easier beginning, and its 
literal meaning — full of awe — gives the key. 
1 Write sentences such as: 

The awful terror overcame us. 

The lion gave an awful roar. 

The burning house was an awful sight. 

The awful accident prevented our visit. 

(a) Discuss with the class why these statements are 

true. 

(b) Call for sentences from them, relating to a thunder- 

peal, a night alarm of fire; discuss the fitness of 
these words with the thought of terror. 

(c) Bring out the meaning of unutterable greatness by 

reference to our feelings at sight of veterans 
marching, flag-waving, flowers borne on Memorial 
Day. 

(d) Write sentences of (b), (c) on the board. 
Class read them. 



FEBRUARY 77 

For Seat Work. 

Copy the sentences from the board. 
Underline the word taught in the lesson. 

In your readers find this word: 

Mark the place with a slip of paper and bring it to the 
class next time we recite. 

2. Test the seat work. 

Read the sentences from readers, and those copied on 
papers. 

(a) Commence the new lessons on very, by re-reading 

the sentences copied and using very in the place 
of awful. (The result will be so ludicrous that 
the exchange will be avoided when inade from 
that view-point.) 

(b) Pupils use very in sentences; teacher select those 

using very as an adverb of degree and write them 
on the board. 
Use many of these. 

Class read and explain the meaning of the sentence 
with very, and give the same sentence without it. 
Use very in ten sentences. 
Use awful in ten sentences. 
The results will reveal who are inattentive and who need 
a repetition of lesson 1. 

II. 

POEMS. 

The Children's Hour — Longfellow. 

Surely you have seen the picture of the same name, and 
made familiar by the Ladies' Home Journal, 
1. (a) Even if you have not, you can think a picture in 
your own mind and describe it. 
A wide hall, broad steps, three girls descend- 
ing, one with quiet face, one laughing, one with 
yellow curls, an open door, an inner room, where 
sits the father at a desk. 



78 DETAILED METHODS 

Put in the little touches of a lighted lamp, the plot 
the children are planning. They rush upon him. 

Let the class suggest the meeting and the frolic 
which follows. 

(b) Repeat the poem entire. 
Pass the copies. 

(c) Class read from the papers ( to prepare the words 

and be familiar with them when questioned about 
the scenes.) 

(d) Teacher question: 

Pupils read the answering lines. 
When is the Children's Hour? 
Why is this a good time for it? 
What reminds the poet that it has arrived? 
What tells him that the children have not forgot- 
ten it? 
How does he know their plans? 
How do they enter the room? 
How do thew attack him? 
Why does he think of Bishop Hatto? 
What does he call them? 
What is his boast? 

What is his fortress and its dungeon? 
How long will he keep them in that prison? 

For Seat Work. 

Read the poem. 

Re-read it and write a question on each verse. 

2 Some pupil read from seat work. Some pupil re-read 
the poem from the copy. 
Teacher read lines 2, 18, 21, 29, 30, 33, and explain these 
words: 

lower banditti, 

raid scaled- 

turret fortress 



FEBRUARY 79 

Teacher read and explain lines 19, 20, 35, 36, 39, 40. 
Copy verses 4, 5, 6, and 7. Learn them. 
(Note. — "Old moustache" means veteran soldier.) 
Look up the story of the Mouse Tow^er and tell it to 
the class. (See Southey's poem "Bishop Hatto.") 

Selections from Hiawatha's Childhood. 

Commencing "By the shores of Gitchee Gumee" — num- 
ber the lines through — "called them Hiawatha's 
brothers." 

The following are the scenes described: 

(a) The wigwam of Nokomis. 

(b) Hiawatha's cradle. 

(c) Nokomis' song. 

(d) The lesson taught by Nokomis — Ishkoodah — the 

death dance of the spirits — the ghost pathway. 

(e) The lessons Hiawatha learned for himself — whisper- 

ing trees — lapping waters — the fireflies — the sha- 
dows on the moon. 

(f) Legends Nokomis told — the moon — the rainbow — 

Hiawatha's chickens — Hiawatha's frolics. 
The subject being Indian life, you will need to have a 
conversation on Indian manners and customs. 
1. Show Indian pictures collected. (Have these mounted 
on a large sheet of paper and fastened on the door 
or on the table front. Outline sketches are as good 
as wood-cuts for this purpose.) 
Explain these and talk with the class about them. Let 

them hang while you are teaching the subject. 
Tell where these people lived, etc., etc., following the 
outline suggested. 

For Seat Work. 
Copy from the blackboard lines 5-10, telling the loca- 
tion of the wigwam; lines 13-15, describing the cradle; 
lines 19-20, telling the song Nokomis sang to Hia- 
watha. 



80 DETAILED METHODS 

2. Have pupils read from their seat work as the teacher 

calls for the topics as they are named. 
From line 23 read: 

What Nokomis taught Hiawatha. 

What she showed him in winter. 

What he saw and heard on summer evenings. 
Re-read the same lines. 
Write the list of topics on the board as the pupils read, 

helping them over the hard words by writing them 

in syllables with their meaning. 

Minnewawa — a pleasant sound as of wind in the trees. 

Mud way aushka — the sound of waves on the shore. 

Ishkoodah — fire, a comet. 

Wah wah tay see — the firefly. 
Question the weak pupils for comprehension and re- 
read the topics. 
Lines 57-73 are the legends of the moon and the rain- 
bow. 
Pass copies. 
Read lines 57-63 and think of the story of what made 

the shadows on the moon. 
Read lines 64-72 when Hiawatha saw the rainbow; what 

Nokomis told him about it. 

3. Let the pupils tell the legends of the moon and the 

rainbow. 
Lines 73-95 include the story of Hiawatha's chickens 

and Hiawatha's brothers. 
Read lines 73-89. 
Re-read and tell in statements, — teacher writing these 

on board, naming the topic. 
Do the same with lines 73-80, 81-87, 88-95. 
Read the lines assigned to each. 
Re-read them. 
Write these statements learned from your assignment. 



FEBRUARY 81 

III. 

COMPOSITION. 

Longfellows' Early Life. 

Here is another place where the teacher must be the well- 
spring of information. 

In almost any biography of great men, or any cyclopedia, 
will be found the facts to use, and the following outline may 
help summarize them: 

(a) His birth. 

Where. 
When. 

(b) His boyhood, where he went to school. 

(c) His travels. 

(d) He becomes a teacher. 

(e) He changes to Harvard College. 

(f) His home in Cambridge — what made it famous, its 

lawns and elm trees, the river. 

Read the poem, "My Lost Youth," and 

"To the River Charles," for help in (b) and (e) of the 
outline. 
1. Show pictures collected. 
The Portland house. 
The Cambridge house. 
Bowdoin and Harvard colleges. 

Tell the story of his life by the suggested outline, writ- 
ing it on the board as you talk, calling attention to the 
pictures as they are related to your talk, writing 
strange or hard words on the board: (Portland, Feb- 
ruary, Europe, Bowdoin, Cambridge, Harvard.) 

Let the pupils handle the pictures and tell what they can 
of each. 

For Seat Work. 

Write two statements on each point in the outline. 
Write "Longfellow's Life," at the top of your paper. 
Copy these sentences in five paragraphs as numbered for 
you. 



82 DETAILED METHODS 

2. Pupils read from their papers, the teacher passing by 
their desks and noting neatness, and margins, and 
indentions. 
Collect the papers and have a blackboard drill on the 
weak points you have noted. 

(a) Mark off panels to represent pages. 

(b) Dot horizontal lines to locate the subject. 

(c) Dot a vertical line to control the margin. If you have 

not room for all on the board, distribute papers pre- 
pared in a similar form, by hektograph. 

Pupils write under the direction of the teacher; the sub- 
ject, the statements in seat work. 

Erase or collect all work. 

For Seat Work. 

Pass more papers prepared as suggested. 
Distribute the exercises of the day before to be copied 
on these new papers. 

Indian Customs. 

Have the collection of Indian pictures hung again in sight 
— follow the same general plan as in teaching Hiawatha's 
childhood.. Show pictures of Indian children, houses, dresses, 
games, explaining them. 

Tell the story of Indian customs in a connected manner, 
holding yourself to a definite outline. 
(1.) Indian houses, where located, how built. . 
(2.) Dress — of the men, the women, the children. 
(3.) The games played — by the men, the sports of the chil- 
dren. 
(4.) The food — how secured, how prepared. 

For Seat Work. 

Follow the seat work given under lesson 1, and the plan 
of lesson 2, in the preceding composition on Longfellow's 
Early Life for a second lesson. 



FEBRUARY 83 

IV. 
THE COMMA IN A SERIES. 

Let me suggest that we continue our punctuation work 
by the general plan of imitation, and that the series be of 
words rather than a series of phrases. 

By thus selecting, the eye may perceive the arrangement 
almost at one glance. 

The following steps ought to bring satisfactory results: 

1. The teacher may ask such questions as: 

What do children play? 

What are seen on the way to school? 

Name some work that you can do. 

Name the colors in the flag. 

What do we buy at the grocery? 

Write the answers on the board; pupils read these sen- 
tences. 

Re-read, naming the commas. 

Class at the board copy the sentences, placing the com- 
mas as shown. 

Erase. 

The teacher may dictate the same sentences, — pupils 
writing as before. 

Repeat the dictation if needed. 

For Seat Work. 

Answer the following questions: 
(Write your answers.) 

What do you study? 

What do farmers do in the spring? 

Of what do we make houses? 

Name some tools you have seen. 

Name some object you can see through the window. 

2. Collect the papers and show the neatness. 

Class at the board. 

The teacher read (slowly) the sentences from the 
papers, pupils writing as she reads. 



84 DETAILED METHODS 

Teacher note the use of commas and check errors. 
Pupils correct their own work. 

Repeat th? exercises, using other sentences. (About 
five sentences before correcting makes a good di- 
vision.) 
Write sentences using commas between the words of 

the series. 
A sentence about the flag. 

A sentence about the kinds of grain you know. 
A sentence about toys you like. 
A sentence about work you can do. 
Note. — I have not found it necessary to teach the defi- 
nition of "a series." The word can be used where it applies, 
and the children will grasp its use without being diverted 
from the task at hand. 

V. 

PICTURE STUDY. 

Madame LeBrun and Her Daughter — LeBrun. 

The Artist: 

Madame Elizabeth LeBrun was born in Paris, the daugh- 
ter of a painter who died when she was a girl of twelve. 
Her taste for art was natural, success coming to her in early 
life. Her beauty and sweet disposition made her welcome 
in the best society, but nothing could tempt her to neglect 
her work. 

Her talent for painting was increased by her talent for 
work; she seemed tireless. Being a friend to her models 
she could paint them in the most pleasant mood and hap- 
piest pose. 

She was not a great painter, but her portraits were al- 
ways charming, though they have been criticized as show- 
ing the artificial life of the time in which she lived. 

Other pictures are: 

Peace Bringing Plenty. 
The Lady with the Mufif. 
Portraits of Marie Antoinette. 



FEBRUARY 85 

The picture represents the artist herself, with her Httlc 
daughter. The thought is their love and confidence. 

The arrangement is triangular. (Notice how the lines 
slope from her head downward on each side). The promi- 
nence is given to the two faces, and is accomplished by the 
way the light falls from the left. Notice that the strongest 
light is on the faces, the secondary light on the mother's 
drapery, then on shoulders and arms. Find the deepest 
shadow. See the shadow of the mother's cheek falling 
upon the child's face. 

The sweet expression and perfect composure of the 
mother, and the nestling confidence of the child are very 
marked. 

In most portraiture the setting is either omitted or is 
secondary. In this picture it is secondary. 

MARCH. 

THINGS TO DO. 

Observations in Nature Study. 

1. Review your notes on trees — naming them from the 

manner of branching. 

2. Commence the drawings of trees, trunks, branches, and 

do this at once, before they are hidden by the foliage. 
3 Notice the first change in the color of the boughs. 
4. Note the return of the birds. 
5 Watch the birds on the weed stalks, and how the 

birds shake the seed to the ground. 

6. Keep up the weekly record of the sun's shadow. 

7. Make a record of the wind — its direction and compara- 

tive force. 
Keep this on the blackboard or on a manilla chart, 

which you can fasten on the wall or door. 
At the end of the month summarize the prevailing 

direction of the wind before a thaw; before a freeze. 
Note its force before a change in the temperature. 



86 DETAILED METHODS 

8. The late snows will be damp. Catch the flakes on the 

coat sleeves and shoulders. Note that they are not 
so perfect in shape as they were in cold weather. 

9. Ice thawing on the edge of a pond or brook shows 

pillar-like shapes. 

10. Be on the look-out for the first sign of swelling buds. 

Put some lilac or willow twigs in a glass of water 
in the school room, and see them grow. 
(A cherry twig can be made to blossom.) 

11. Compare your December record of the sun's shadow, 

with the one you have by the last of March. 

12. 'By the last of the month, more drawings may be made 

of the same trees used early in the month. 
The general outline may now be indicated. 

13. Keep up a collection of pictures for showing Indian life. 

14. Prepare the hektograph copies of "Planting of the Apple 

Tree" (in two sections) and "Hiawatha's Sailing" (in 
three sections). 
ir>. Where do we find the bees first gathering? 

NUMBER SUGGESTIONS. 

The simple measurement work is supposed to have been 
done in the second year, and this month's requirements re- 
fer more directly to the application of multiplication tables 
(from 2 to 10), whose products are between 20 and 30. 

1. Review these tables: 
All of the 2's. 

The 3's to 3 + 10. 

The 4's to 4 X 7. 

The 5's to 5 X 6. 

The 6's to 6 X 5. 

The 7's to 7 X 4. 

The 8's to 8 X 3. 

The 9's to 9 X .3. 

2. Drill on these first as multiplication; 4 times 2 equals 8; 
Second, as division; 8 divided by 2 equals 4. 



MARCH 87 

3. The problem work in division is to be considered: 

(1) Examples in which each figure of the dividend is 

divisible by the divisor, as 396 divided by 3. 

(2) Examples similar to (1), but containing a cipher 

in the dividend, as 309 divided by 3. 

(3) Examples in which each figure of the dividend is 

not exactly divisable by the divisor, as 357 di- 
vided by 3. 

(4) Examples in which there is a final remainder. 

LANGUAGE. 

That the usual sequence be observed, the arrangement of 
this month's work is not changed, but I would suggest that 
the composition work (IV) be taken first and before the 
leaves prevent success in your models. 



WORD DRILL. 

Correct use of good and well. 

Write on the board: "Good means kind, useful, skilful, 

honorable, complete." 
Use each of these words in a sentence. 
Write these sentences on the board. 
Pupils may read each sentence, changing each of the 

above words to good. 
Read to the class such, sentences as the following: 

The children were good to each other. 

Tools are good for building houses. 

The shoemaker is a good workman. 

You will receive good measure. 

All men desire a good name. 
As the teacher reads the sentence, the pupil will change 

good for its meaning, and repeat the sentence for ear 

training. 
Class at blackboard. 



88 DETAILED METHODS 

Teacher read the sentences using good. Pupils repeat 

it using the meaning. All write it. 
Teacher read the sentence using the meaning. Pupils 

repeat it. 
All write it. 

For Seat Work. 

Write ten sentences using kind, skilful, honorable, com- 
plete, useful. Re-write them, changing each of the 
above words to good. 

2. Well means healthful (adj.) or favorably (adv.). 

On the board write its meanings. Writes such sentences as: 

Do your work well. 

The absent boy is now well. 

Those who are well should be happy. 

The work was well done. 
Pupils read the sentences; tell the meaning of well in 

each. Erase well from each. Pupil read and supply 

the meaning in each sentence, the teacher writing it 

in the proper place. 
Class read all the sentences. 
Review work as follows: 
Teacher write such sentences as these: 

All was at our house. 

All our family are . 

A workman is needed. 

The carpenter has done his work . 

The school bore a name. 

This was a lesson. 

We should keep company. 

A child obeys his parents. 

A child can play hard. 

The people were to us. 

Copy the sentences above and fill the blanks with 

good or well. Re-write them using the meaning in 

place of the words good or well. 



MARCH 



89 



11. 

POEMS. 

Planting the Apple Tree- 



-Bryant. 



Have enough copies made to furnish one for two pupils. 
Make two sets — the first five verses on one slip; the last 
four verses on a second slip. 

1. Teacher read the poem entire. Pass the copies. 
Re-read it to bring out the topics: 

How shall the planting be done? 

What we shall expect, i. e., buds, boughs, flowers, fruit. 
Re-read by verses, allowing the pupil to tell after each 

what we shall get. 

In verse 2, buds and boughs. 

Verse 3, flowers for fragrance, for honey. 

Verse 4, fruit. 
Re-read to notice again: 

Verse 1. How it is planted. 

Verse 2. How the buds are changed to boughs. How 
the boughs will be used. What they will furnish in 
sun, in shower. 

Verse 3. How the blossoms are useful. 

Verse 4. How the children discovered the fruit. 

Verse 5. How the fruit is used in winter. (Citra, a 
town in Portugal.) 
Assign each verse to several pupils. 

For Seat Work. 

Copy the verses assigned. 
Return the copy to the desk. 
Learn your verse from your copy. 
Repeat it to yourself several times. 

2. Pupils may commence the lesson by reciting the first 

five verses as they were assigned. 
Pass the copies of the last verses. 
The teacher needs explain fruitage, sojourner, roseate, 

verdurous. 



90 DETAILED METHODS 

Bring out the thought by questions — pupils reading the 

answers. 

How are apples carried to Europe? 

Of what would they remind an American? 

How do trees improve with growth? 

How does the old tree appear? 

What may be asked about it? 

By whom? 

Of whom? 

What would be a pleasant answer to such questions? 
Pupils read verses 5-9. 
Assign each verse to several pupils. 
Copy your verse. 

Return the copy. Read your verse five times. 
Say it five times looking off the paper if you can. 
Hiawatha's Sailing. 
Recall Indian life by returning the collection of pictures 
to its place in front of the class. 
1. Teacher read the selection. 
Pass copies of lines 1-34. 
Re-read these lines. 
Read Hiawatha's resolve (lines 5-9). 
Read his words to the birch (1-4; 10-14). 
How did he speak? 
Where was he? 
What time of day? 

What part of the year? (Moon of leaves — May) (5-22). 
How did the tree seem to answer? 
How did he take the bark? (23-34) 
Review this section by asking the same questions — pupils 

reading the lines. 
Call attention to the three quotations. 
Notice how clearly the process is described in lines 

27-34. Have pupils re-read these lines. 
For Seat Work. 
Copy the words spoken to the birch tree. 



MARCH 91 

Collect copies of previous work and note the care as to 
neatness, arrangement of lines. 

Pass copies of lines 35-76. 

Review by questions on the previous reading. If possi- 
ble show the class a tamarack tree, cedar, larch 
tassels; at least you can have pictures of these. (See 
some illustrated botany.) Tell the class the charac- 
teristics of the cedar bough; the quality of the tama- 
rack roots. 

The following outline will be made plain by the reading: 
Hiawatha's words to the cedar; the cedar's actions 

and words; what was done? 
The call to the tamarack — for what use? 
The answer — what was done? 

His words to the fir trees — the answer — what hap- 
pened? 

Re-read this by the same outline to get in mind the 
story of each tree's gift. 

Assign one tree to each pupil, calling attention to the 
line beginning each. 

Copy the lines concerning that tree's part in the work, 
i. e., Hiawatha's words (35-38, 49-53, 63-67) will be 
assigned to dififerent pupils. 

Learn your lines. 

Collect words for the previous day. 

Pupils recite Hiawatha's words to the cedar, tamarack, 
f^r. 

Pass copies of lines 77-106. 

Review by questions what was wanted of each tree: 
What for. 
How he got it. 

Teacher read the new lines. 
Where was the hedge-hog? 
What was v^^anted of him? 
How were they given? 
Why were they not taken from him? 
How were they prepared? 



92 DETAILED METHODS 

For what were they used? 
Where was the canoe built? 
What did it seem to contain? 

At this point I should leave the reading and give direc- 
tions for seat work. Copy lines 96-106. Read them 
line by line till you know them. 
4 For reading class: 

Pass copies and have the poem "Hiawatha's Sailing" read. 

Copy the reply of each tree. 

III. 
COMPOSITION. 

From suggestions previously given the pupils have been 
noticing trees. 

(See "Things to Do" for fifth and sixth months.) 

1. List those the children can name. 

List those they can recognize by the manner of branch- 
ing, by the outline of the foliage. 

Show these points by drawing. 

If the program has a period for drawing, this work can 
be done at that time. 

The apple, maple, Lombardy poplar, elm, evergreen are 
probably most familiar. 

Have a good supply of manilla paper about 4^2 by 5}/2; 
this supply can be easily distributed, and easily pre- 
served, and uniformity is one feature necessary to 
tasteful work. 

The free drawing of trunk and branches the early part 
of the month and laid aside until the last week. 

Then it can be recalled and the same trees in foliage 
can be models for the second series of drawings. 

Let me urge simple requirements, avoiding efiForts of 
shade or of detail. 

2. Uses of trees. 

As directed in preceding months: 

(a) Talk with the class on the following outline. 

(b) List the facts they give. 



MARCH 93 

(c) Write the sentences which you select from their 

re-production. 

(d) Have them write the sentences on the board. 

(e) , Review the arrangement of a composition, its 
heading, margin, indentations. 
Outline: 

What trees I know. 

Two uses of all trees. 

One use of forests of all kinds. 

What kind of trees used in building. 

Kinds of wood used in making ornaments. 

For Seat Work. 
Copy the composition from the board. 

IV. 
WORD LIST. 

Apply such descriptive words to your trees as the fol- 
lowing: 

Leaning, graceful, plump, regular, gnarled, slender, soldier- 
like, friendly, rough, drooping, and use these words in your 
talk with the class. 

When called upon to return them to you in sentences, the 
task will be a general exercise and one very quickly done. 



PICTURE STUDY. 
The Shepherdess — Millet. 
The Artist: 

When a boy, Millet (pronounced Mil-lay') told his father 
that he meant to make pictures of men, and he carried out 
his pupose in an earnest and conscientious way. 

He was the son of a French peasant, and his pictures 
are drawn from real life. To understand his work one must 
understand the man, for he threw himself completely into 
his work. 

His drawmgs arc remarkable for moaning and simplicity; 



94 DETAILED METHODS 

color is of minor importance to him. Notice how many 
of his pictures are silhouettes either of men or of animals. 

Other works are: The Gleaners, First Steps, Feeding the 
Hens, Man with the Hoe. • 

This picture is one of his most beautiful; it is ranked as 
a masterpiece. 

The thought is the industry and absorption of the woman 
in her work. 

The chief figure is the shepherdess, walking and knitting, 
and is the only figure not horizontal in effect. Notice the 
horizontal lines of the horizon and the flock. Notice the 
lines of perspective drawing toward the sunset in the back- 
ground. 

The light comes from the sun, low in the sky, striking the 
backs of the sheep and the woman's humble dress. 

The setting is very harmonious — the quiet stretch of pas- 
ture-land; the grazing sheep; the faithful dog, the absorbed 
girl, who evidently walks along followed by her flock. 

APRIL 

THINGS TO DO. 

1. Follow the same plans as in March for drills in Division. 

(Use numbers 31 to 40.) 
2 Have the pupils bring a collection of bills from the 

butcher and the grocer for practice in computing the 

cost of common articles. (Multiplication of dollars 

by , the answer will be dollars.) 

4. Get blank bills and let the pupils fill them out for drills 

in the form. One bill used on the hektograph will 
supply you with all you need. 

5. Make the copies of a 4-inch dial and teach the parts by 

folding the paper copy. 

6. Give problems like 6 days divided by 2-3 day. 

First tell the meaning (how many times 2-3 days is 
contained in 6 days). 



APRIL 95 

Drill much on telling the meaning of such problems and 
notice that the result is a quotient in division rather 
than a partition. 

7. In drawing work, use buds, blossom (of trees), clus- 

ters for the models, thus teaching Nature Study and 
drawing at the same time. 

8. Let the camel's hair brush and ink be used in the 

drawing, teaching brush manipulation and neatness. 

9. The box-elder and oak make good subjects for brush 

work in drawing. 
By having two lessons each week, and using the box- 
elder and oak in turn, the growth from swelling bud 
to leaf clusters will be apparent. 

10. From the records of the sun's shadow make a summary; 

also summarize the changes of temperature and wind, 
and the wind and sun. 

11. Write these on the blackboard above the space used 

by the pupils. 
13. For each month notice the number of clear days, the 

wind preceding a clear day, the wind preceding a 

cloudy day, the wind preceding a rising temperature, 

or falling temperature. 
Average the sun's shadow in September, December, 

March. 
13. List the birds seen in September, December, April. 
J4. List those seen in April, and not seen in October, nor 

February. 

15. List those appearing in February, March, April. 

16. List the grain-eaters, the flesh-eaters. 

17. Egg-shell gardens are seasonable. Send to your Con- 

gressman for flower seeds. Let the pupils bring empty 
egg-shells. Fill these with rich soil some noon recess. 
Set them in shallow boxes of sand, or sawdust, and 
the grawing plantlet can be easily released by crush- 
ing the shell. 

18. Talk with the class about preparing their flower-beds; 

shape, round is best; size, about four feet in diameter. 



96 DETAILED METHODS 

How the shape is marked. How deep the soil is dug — 
about the depth of a spade. The raking; drying if too 
full of clods. How the soil is powdered. How the seeds 
are sown and covered by pressing the soft, loose soil 
with a board. 
]9. A review of the poems and specially assigned verses 
will make excellent general exercises for each morning. 
Read over your poem assignments and note which can 
be used at least one morning each week. 

LANGUAGE. 
I. 

THEM AND THOSE. 
On a manilla chart of your own make, have questions 

using them. 
On the opposite side have questions using those. 
With thumb tacks or a touch of paste fasten this chart 
to the wall, or desk front, inner side of the door, or 
on the cross piece of a rolled map, but keep it in sight 
for the time. 
1. (a) Teacher pointing, class reading; 
Are those books yours? 
When were those flowers plucked? 
Have you those problems? 
Are those apples juicy? 
Will you hand me those books? 
Should she show those dresses? 
Will you call those children? 
Were those boys busy? 
What flowers are in those gardens? 
May I have those scissors? 

(b) One pupil points, another pupil reads the question; 

another pupil answers, using same expressions 
as in the questions. 

(c) One pupil writes the question on the blackboard; 

another writes the answer. 



APRIL 97 

For Seat Work. 

Write ten questions using those. 

Write answers to the questions you have asked. 

Sentences on the reverse of the chart using them. 

(a) Teacher pointing; class reading; 

Will you go home with them? 

Whom do I mean when I say "them?" 

Will you pass them by? 

May I give them the flowers? 

Did you come home with them? 

What did the hunters take with them? 

Is she in front of them? 

Will you work for them? 

Has John lost them? 

(b) Pupil asks a question from the* chart; another 

answers; another writes the answer on the black- 
board. 

(c) Teacher erasing them from the sentences on the 

blackboard; another pupil reading the sentences 
supplying the missing words. 

(d) Reverse the chart to the drill on those. One pupil 

asks the question; another answers. 
Fill the blanks with them or those. 

Apples grow on trees. 

We went with to see the house. 

children waited quietly. 

Gold and silver shone around . 

Going toward we found beads. 

After you give me flowers, I will re- 
turn . 



We were waiting for . 

We went near bushes. 

— books are for boys. 



98 DETAILED METHODS 

II. 

POEMS. 

The Brook — Tennyson. 

1. The teacher's preparation needs to include some pecu- 

liar words, and in turn these need to be explained to 
the class. 

2. Coot — a mud hen; 
Hern — heron; 

Sally — a sudden spring; 

Bicker — move with a pattering noise; 

Thorps — a group of houses in the country; 

Eddying — moving round and round; 

Babbles — makes a continuous noise; 

Fallow — land plowed without being sown for the season; 

Foreland — headland; 

Willow weed — a plant growing in wet medows; 

Mallow — a common weed (its disc-shaped fruits are 

called "cheeses" by the children). 
Lusty — vigorous ; 

Grayling — a fish resembling a trout; 
Brambly — full of briers; 
Shingly — pebbly; 

Cresses — a pepper grass used for salads. 
Make hektograph copies in two sections. It divides 

itself into four groups (verses 1, 2, 3; 4, 5, 6; 7, 8, 9; 

10, 11, 12, 13, and can be given in two lessons: 
1. Read the entire poem for its rhythm. 
Pass copies of first section (6 verses). 
Re-read the first three verses, explaining the suggested 

words. 
Re-read the first six verses and continue explanations 

for words in verses 4. .5, G. 
Ask the pupils for the picture it makes them see in verses 

1, 2, 4, 5, 6 (leaving 3 till later, as it suggests the mouth 

of the stream). 
Ask for understanding and explain, if necessary; 



APRIL 99 

I slip between the ridges. 

In little sharps and trebles. 

I fret my banks. 

I go on forever. 

A fairy foreland. 
Select words that suggest brook sounds, i. e., 

Chatter. 

Bubble. 

Babble. 
Collect copies; tear them into the groups mentioned at 

the beginning. 
Pass a group of verses to each child. 

For Seat Work. 

Copy three verses. Learn one verse. Write it without 
the copy. 

Commence by the pupils reciting the verses learned. 

Call on the pupils ready to recite, and do not make it 
a burden. 

Pass copies of the groups of verses to good readers and 
have verses 1-3 read from the front of the class; fol- 
low by the reading of verses 4-6 by another pupil. 

Pass copies of second section. 

Teacher reading the last seven verses, explains: lusty 
trout, grayling, hazel-covers, brambly wilderness, 
shingly bars. 

Re-read, and ask for an explanation of: a blossom sailing, 
a foamy flake, a silvery water-break, golden gravel, 
draw them all along, skimming swallows, netted sun- 
beams, loiter round. 

Nearly all, if not quite all of these phrases will explain 
themselves by re-reading the lines. 

Re-read for the pupils to note the verse describing the 
motion of the stream (verse 2). 

From the first, read all the poem, leaving verse 3 till 
the last. 



100 DETAILED METHODS 

Notice. — Where the brook starts, what it passes, the 

noise it makes, how it winds, where it flows quietly, 

where it loiters, where it empties. 
Let the pupils read verses 7-9, 10-13. 
Let them select their favorite verse and note what seems 

to be the pleasing feature, e. g., 
Is it the picture formed, or is it the musical sound effects? 
Read all the second section. Learn the verse you like 

best. 
Make a perfect copy of it. 

Spring — Celia Thaxter. 

By this time the teacher must be quite skillful in pre- 
paring the hektograph copies and must have learned 
the little tricks in using it successfully. 

One copy of the entire poem should be in the hands of 
each pupil; there are only a few unfamiliar allusions. 

Alder, with her powdery curls, and the Columbine may 
need pictures from a botany to make them vivid; bud- 
ding willow can be at hand. 

The advancing grass line can be noticed on sheltered 
south slopes as it reaches toward the bare places. The 
croaking frogs, chirp of returning birds, violets, dan- 
delions, buttercups, may in turn be noticed and the 
preparation by observation and experience can be 
complete before the poem study is commenced. 

With copies in hands, read silently while the teacher asks: 
Where is the alder seen? 
For whom does the willow bud? 
What is the message of the birds? 
Describe in one word the music of the frog. 
Where do the dandelions grow? 
Describe the daisy's colors, the clover's, the violet's. 

Re-read silently verses 3-6 and note the colors named. 

Notice which flowers are not described in colors, which 
verses describe sounds. 

Pupils read by verses. 



APRIL 101 

Read the poem, make a list of the flowers named, the 
trees, the live creatures. 

III. 

COMPOSITION. 

Your directions in "Things to Do," (18) have been a prepa- 
ration for the conversation in gardening. 

1. List the paragraphs told; shape of the flower bed; how 
marked; preparation of the soil; sowing the seeds. 
While talking with the class, notice the best sentences 

in each paragraph. 
When reviewing for order and expression, call for those 

pupils to give sentences. 
Write these on the board. 
Draw a form of the paper, and make lines to indicate 

the place for the subject, the margin. 
Pass papers and have pupils compare the sheets with 

the blackboard form. 
Write the subject in its place. 

Copy the sentences from the board, indenting as shown 
on the board. 
2 A conversation between a violet and a dandelion. 

Bring out the thoughts by a play in which the teacher 

is a violet, talking to a child, who is the dandelion. 
Reverse the parts, the child being the violet, the teacher 

the dandelion. 
Change again, having a child for each part. The fol- 
lowing suggestions may help in strrting the con- 
versation: 

What I am and I . 

Where I grow and I . 

My dress and mine . 

My needs and mine . 



My chief beauty and mine 

What I stand for and I — 



Write the same paragraphs as if you were a dandelion. 
Write them again as if you were a violet. 



102 DETAILED METHODS 

:;. Commence next lesson by having the pupils read the sen- 
tences from several papers. 

One read his of the dandelion, another reply with his 
violet. 

Since practice in quotation marks and commas can be 
given only by writing, let two pupils alternate their 
sentences at the board ,the teacher noting and inserting 
the corrections. 

Pass papers. 

Commence the written work in the recitation so the 
teacher may show where the sentences commence 
and the dialogue arrangement. 

Finish copying your own sentences, alternating between 
the two flowers. 

If the same outline has been followed from the first, the 
results will not be poor, though all may not be ex- 
cellent. 

IV. 

COPYING FROM THE READER. 

The aim is to form accuracy of observation in form and 
arrangement. 

Choose a selection having short paragraphs, and many 
short quotations. 
1. Read the selection. 

Re-read it, omitting all but the quotations forming a 

conversation. 
On the blackboard copy by quotations, noticing the 
quotation mark. Note especially the arrangement of 
lines and teach better form and place. 
Repeat the drill and note the improvement. 
Pass papers. 

For Seat Work. 

Assign the same sentences and as many more as can be 
done in twenty minutes. Copy the sentences assigned. 



APRIL 103 

V. 
picture study. 

Planting Potatoes. — Millet. 

The artist is the same as in the last picture study. 

This picture reminds us of the peasants already seen. 

The thought seems to impress the harmony of industry 
between these two people. 

The chief figures face each other on opposite sides of the 
rows — the soil is lifted by the man, and suspended a moment 
as the wife throws the seed from her apron, into the hole 
thus made. 

The arrangement suggests a vast stretch of field rather 
than any height. The light shows the day is past noon. 
Notice the direction of the shadows. 

The setting suggests prosperity: as the donkey is a burden 
bearer; the toilers look comfortable; note the man's vest 
and trousers. Under the tree is a basket put in a novel use, 
the baby is left to sleep in it beneath the apple tree. 



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